I LP 343 

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I Copy 1 



DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 



BULLETIN, 1916, No. 27 



STATE 

HIGHER EDUCATIONAL INSTITUTIONS 

OF NORTH DAKOTA 



A REPORT TO THE NORTH DAKOTA STATE BOARD OF REGENTS 

OF A SURVEY MADE UNDER THE DIRECTION OF THE 

UNITED STATES COMMISSIONER OF EDUCATION 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1917 




Glass. 



Lfo 



&. 



DEPARTMENT OF THE INTERIOR 

U.S. BUREAU OF EDUCATION 



BULLETIN, 1916, No. 27 



STATE 

HIGHER EDUCATIONAL INSTITUTIONS 

OF NORTH DAKOTA 



A REPORT TO THE NORTH DAKOTA STATE BOARD OF REGENTS 

OF A SURVEY MADE UNDER THE DIRECTION OF THE 

UNITED STATES COMMISSIONER OF EDUCATION 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1917 



LA 3+3 



ADDITIONAL COPIES 

OF THI3 PUBLICATION MAY BE PROCURED FROM 

THE SUPERINTENDENT OF DOCUMENTS 

GOVERNMENT PRINTING OFFICE 

WASHINGTON, D. C. 

AT 

30 CENTS PER COPY 



D e of D. 
JAN 13 1917 



\ 

CONTENTS. 



Page. 

Letter of transmittal . 6 

Introductory. 

Personnel of the survey commission 7 

Summary of instructions 7 

Procedure -— 8 

Chapter I. — The State oe North Dakota. 

Population 10 

Racial composition of population ^ 11 

Age distribution of population 12 

School attendance and illiteracy- 13 

Farming and other industries 16 

Summary of occupations 19 

Chapter II. — Brief Outline of Educational Needs, as Indicated by 
Character and Resources oe the State. 

Needs of a democratic people 26 

Chapter III. — The University of North Dakota. 

Constitutional provisions 29 

Campus and buildings 31 

Departments and courses of study 32 

The colleges ' 35 

Affiliated colleges 38 

Salary schedule . 38 

Chapter IV. — The North Dakota Agricultural College. 

Legal provisions for the establishment of the.,Nprth Dakota Agricultural 

College I'll 40 

Experiment station 41 

Federal endowment and support 41 

Total annual income from National Government 43 

State support 44 

Substations, special funds, and regulatory work 44 

Courses of instruction 47 

Summary of chronological development 50 

Substations, farms, etc 51 

Organization : 52 

Reorganization 52 

Teaching by members of the experiment station staff 54 

The agricultural and manual-training high school 55 

Short courses 56 

Distribution of attendance 57 



4 CONTENTS. 

Chapter V.— Function of the University and Agricultural College. 

Page. 

An efficient State system of higher education 58 

Two fundamental conclusions 59 

Conflict between State universities and agricultural colleges 60 

Major and service lines of work 61 

Main purpose of the university and the college 63 

Engineering and agriculture 68 

An agricultural college of the first rank an imperative need 69 

Engineering at the college 70 

Engineering at the university 70 

Cooperation of faculties needed 70 

Agricultural engineering 72 

Chapter VI. — Department of Education at the University and the 
Agricultural College. 

Teacher training at the university 73 

Chapter VII. — The State Normal Schools. 

The schools of North Dakota predominantly rural 75 

Number of teachers 78 

Teachers' certificates in North Dakota 85 

Establishment of normal schools 88 

How can demands be met? 9S 

Chapter VIII. — The State School of Forestry and the State School 
of Science. 

The need for special State schools of less than college grade 109 

The North Dakota School of Forestry 111 

The North Dakota State School of Science 117 

Chapter IN. — The State Library Commission. 

Organization 122 

Institution libraries 124 

Local libraries 125 

County libraries 127 

Chapter X. — Statistical Comparisons. 

Employees at university and agricultural college 130 

Student enrollment at university and agricultural college 131 

Distribution of graduates by occupation 143 

Size of classes at eight institutions 148 

Attendance 151 

Chapter XL — Comparison of Courses and Classes at the University 
and the Agricultural College. 

Classes in the two institutions 155 

Chapter XII. — Summary of Recommendations. 

Presuppositions 170 

Recommendations 172 



CONTENTS. 



Appendix. 



I. The most important provisions in the act creating the State board page. 

of regents, session laws, 1915 182 

II. Constitutional provisions and educational legislation in North 

Dakota 183 

III. Distribution of courses among the institutions 185 

IV. Agricultural engineering and rural arts,- 187 

V. State appropriations of educational institutions, 1901-1915 190 

VI. The University of North Dakota — Educational service 191 

VII. University plant 193 

VIII. Itemized statement of income of the university, 1915-16 194 

IX. Buildings, equipment, and income of North Dakota Agricultural 

* College 195 

X. Public-school teachers in North Dakota 196 

XL Courses for which there is little demand 199 



LIST OF ILLUSTRATIONS. 



Page. 

Figure 1. Racial composition of population 11 

2. Age distribution of total population 13 

3. Age distribution of total population 14 

4. Farms in North Dakota 15 

5. Percentage distribution of farms 16 

6. Distribution of persons engaged in gainful occupations 20 

7. Distribution of persons engaged in gainful occupations 21 

8. Distribution of resident students enrolled in the University of 

North Dakota, at Grand Forks 31 

9. Demonstration work in North Carolina . 51 

10. Distribution of resident students enrolled in the North Dakota 

Agricultural College at Fargo 57 

11. Preparation of public-school teachers 82 

12. Certificates held by public-school' teachers 84 

13. Distribution of resident students enrolled in the State normal 

school at Valley City 92 

14. Distribution of resident students enrolled in the State normal 

school at Mayville 93 

15. Distribution of resident students enrolled in the State normal 

school at Minot 94 

16. Distribution of resident students enrolled in the State normal 

and industrial school at Ellendale 95 

17. Distribution of consolidated schools in North Dakota 96 

18. Distribution of students enrolled in the State School of Forestry- 113 

19. Distribution of resident students enrolled in the North Dakota 

State School of Science at Wahpeton 120 

20. Distribution of libraries _ 126 

21. Distribution of student registration, 1914-15 134 

22. Distribution of student registration of college grades, 1914-15_ 135 

23. Distribution of resident students 139 

24. Distribution of graduates by occupations 146 

25. Percentage of average expenditures for instruction 152 

26. Proportionate average expenditures for instruction 153 



LETTER OF TRANSMITTAL 



Department of the Interior, 

Bureau of Education, • 
Washington, November 25, 1916. 

Sir: I am transmitting herewith for publication as a bulletin of 
the Bureau of Education the manuscript of the report of a survey 
of the system of higher education of the State of North Dakota, 
including the University of North Dakota ; the North Dakota Agri- 
cultural College; the normal schools at Mayville, Valley City, and 
Minot; the Normal and Industrial School at Ellendale; the School 
of Science at Wahpeton ; the School of Forestry at Bottineau ; and 
the State Library Commission, which has its offices in the Capitol 
at Bismarck. The survey has been made, as stated in the body of 
the report, under my direction and at the request of the State board 
of regents. The investigations in the field were made by Dr. William 
T. Bawden, the bureau's specialist in vocational education; Dr. 
Edwin B. Craighead, formerly president of the University of Mon- 
tana, employed by the board of regents; and Dr. Lotus D. Coffman, 
dean of education of the University of Minnesota, serving at my 
request. 

In this report no attempt has been made to appraise the ability 
of any individual teacher, the work of any department, or the 
contents of any particular course of study; only the spheres and 
functions of the several institutions have received primary con- 
sideration. 

Respectfully submitted. 

P. P. Claxtox. 

Commissioner. 

The Secretary of the Interior. 



INTRODUCTORY. 



PERSONNEL OF THE SURVEY COMMISSION. 

Under date of August 4, 1916, President Lewis F. Crawford, of 
the North Dakota Board of Kegents, addressed a letter to Com- 
missioner Claxton, inquiring whether it would be possible for him 
to detail one or more members of the staff of the Bureau of Edu- 
cation to assist the board in making " a survey of the State educa- 
tional institutions," as required by a law recently enacted by the 
State legislature. After considerable correspondence, the Commis- 
sioner of Education notified the board of regents on October 6 that 
he had assigned to the work of the North Dakota survey Dr. William 
T. Bawden, specialist in industrial education, of the bureau staff. 

On October 20 Secretary Charles Brewer announced that the 
board of regents had employed Dr. Edwin B. Craighead, formerly 
president of the University of Montana, to assist in the work of 
the survey. 

After conferring with officers of the board of regents in Bismarck, 
N. Dak., on November 1, Commissioner Claxton accepted the invita- 
tion to have the survey conducted under the direction of the Com- 
missioner of Education. The board of regents authorized the com- 
missioner to select an additional member to assist in the work. 

On December 24 Commissioner Claxton announced the appoint- 
ment of Prof. Lotus D. Coffman, dean of the college of education. 
University of Minnesota, to serve as the third member of the survey 
commission. 

SUMMARY OF INSTRUCTIONS. 

On November 1, 1915, the members of the survey commission 
received a letter from President Crawford outlining the objects 
which the board had in view in requesting the survey, and calling 
attention to the fact that the various institutions in question were 
established by constitutional provisions, back of which it was not 
deemed to be the province of this survey to go. The instructions 
to the commission emphasized the desirability of a report on the 
conditions as they exist in the several institutions, and especially 

■ " 7 



8 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

a careful study of the question of unnecessary duplication of work. 
It was made clear, however, that the board desired a comprehensive, 
constructive report, looking toward the future development of a 
sound and progressive State policy of higher education rather than a 
mere critical analysis of any defects that might be found to exist. 

PROCEDURE. 

At the request of the State board of regents, the director and two 
members of the commission met with the board at Bismarck, N. Dak., 
on Monday, November 1, 1915. Immediately after this conference 
the study of the State institutions was begun. The director and 
all members of the commission visited the university, the agricul- 
tural college, and the State normal school at Valley City. Each of 
the remaining institutions was visited by at least two members of 
the commission. The aggregate number of days spent in the field 
visiting these institutions was approximately 100, which was supple- 
mented by time spent in the office of the Bureau of Education in 
Washington in preparing the report. 

In January, 1916, the three members of the commission met with 
the State board of regents, at which time the presidents of the State 
schools, the secretary and treasurer of the library commission, the 
State superintendent of public instruction, and the State inspector 
of consolidated, graded, and rural schools, were invited to appear 
and make such statements as they desired to make concerning the 
functions of the institutions and offices represented, and subsequently 
to file briefs. Both in the conference and in the formal statements 
filed in reply to the questions of the commission, these officers dis- 
played a most commendable spirit of cooperation. All seemed eager 
to work together for the development of an educational system that 
should bring to all interests of the State the largest possible returns 
for the money invested. 

In April the Commissioner of Education appeared before the 
State board of regents at Bismarck, N. Dak., and submitted a pre- 
liminary general report on the work of the survey. 

In June the three members of the commission met with the Com- 
missioner of Education in Washington, to formulate and review the 
conclusions which had been reached. At this time an outline of the 
conclusions was forwarded to the State board of regents. 

The commission finds it a pleasure to express appreciation of 
the courtesy and cooperation which have been extended by the citi- 
zens of North Dakota, the presidents and members of the faculties 
of all the schools, the State superintendent of education, the inspec- 
tor of consolidated, graded, and rural schools, officers of the library 
commission, State officials at the capital, and many others both in 
public and private life. 



STATE HIGHER EDUCATIONAL INSTITUTIONS OF 
NORTH DAKOTA. 



Chapter I. 

THE STATE OF NORTH DAKOTA. 

North Dakota, with a land area of 70,183 square miles and a water 
surface of 654 square miles, is one of the larger States of the Union, 
ranking sixteenth in size. The entire area lies within the Great 
Plains, far away from ocean, away from lakes that serve as high- 
ways for commerce, and from large navigable streams. It is almost 
wholly without forests. There are few falls and rapids capable of 
being developed into water powers. A large portion of the western 
half of the State is underlaid with lignites, and here also extensive 
deposits of clays for brick, tiling, and pottery are found. Gold, 
silver, copper, lead, and iron are unknown. The soil varies from the 
rich alluvial and lacustrine Eed River Valley on the east through 
the rolling uplands of the Coteau Plateau to the residual prairies and 
high plains sections of the west and southwest. The total average 
precipitation varies from about 20 inches in the east to about 15 
inches in the west. Most of this comes in the form of rainfall 
through the growing seasons of spring, summer, and early fall and 
is in most years sufficient in all parts of the State for maturing 
crops without irrigation. Only a small fraction of 1 per cent of the 
land under cultivation is irrigated. 

The winters are long, the summers short. This limits the range 
of profitable farming to the hardy cereals, grasses, fruits, vegetables, 
and root crops, and to live-stock growing. In 1910, of the total crop 
acreage, 99.6 per cent was in cereals and other grains, and 91 per cent 
of the value of all crops came from wheat, oats, flaxseed, barley, hay, 
and forage. Most of the State may be profitably farmed, and more 
than half of it is already improved. Of the total area of the State, 
63.6 per cent in 1910 was in farms, and 72 per cent of this, or 45.5 
per cent of the whole, was improved; 

9 



10 STATE HIGHER INSTITUTIONS OF NOBTH DAKOTA. 

POPULATION. 

The population of the State is still small, but it is growing rapidly 
from natural increase, from foreign immigration, and from immi- 
gration from other States, mostly from those of the Middle West. 
The population of the territory now included in North Dakota was 
2,405 in 1870; 36,909 in 1880; 190,983 in 1890; 319,146 in 1900; 
577,056 in 1910; and is approximately 700,000 in 1916. This indi- 
cates a probable population of 2,000,000 by the middle of the century. 
The population is now about 10 to the square mile. With a popula- 
tion of 2,000,000 there will be a little less than 30 to the square mile. 
Formerly a very large majority of the people of the State lived in 
the eastern half, but the population is now more evenly distributed. 
In 1910, 40 per cent lived west of a line drawn through the western 
boundary of Mcintosh, Logan, Kidder, Wells, Pierce, and Rolette 
Counties. Probably 45 per cent are now west of this line. 

North Dakota is definitely a rural State with rural interests, and 
although the population of the cities and towns will continue to in- 
crease more rapidly in proportion than the population of the rural 
districts, as it has done for many years, the life and interest of the 
State will continue to be predominantly rural for decades to come. 
There are no large cities in the State and none near it. On the north 
lies Saskatchewan and Manitoba, with their sparse populations; on 
the south South Dakota, and on the west and southwest Montana. 
Wyoming, and Idaho, all without large cities and with a population 
still more sparse than that of North Dakota. The nearest cities with 
a population as large as 100,000 are St. Paul and Minneapolis, more 
than 200 miles east of the Red River ; and Omaha, Des Moines, Kansas 
City. Denver, Salt Lake City, and Spokane, from 400 to 1,000 miles 
to the south, southwest, and west. There will probably be no large 
cities in the State and few near it within the next quarter or half 
century, but there will be many small towns, centers of agricultural 
communities, with their local commerce and varied small local in- 
dustries. 

In 1910 there were only five places with a population of 5,000 or 
more, and only two with a population greater than 10,000. Only 
95,381 people lived in the 34 places of 1,000 population and over. 
This was only 16.5 per cent of the total population ; 83.5 per cent of 
the population lived in the open country and in towns and villages 
of -less than 1,000. Only 28 per cent lived in the 226 cities, towns, and 
villages of all sizes, 142 of which had less than 500 inhabitants. Only 

11 per cent lived in towns and cities of 2,500 and over; 89 per cent 
of the total population and 90.3 per cent of the population between 
10 and 20 j^ears old were rural as counted by the United States census. 
Even the people in urban communities lived largely under rural con- 
ditions as to housing, as is shown by the fact that in 1910 there were 



THE STATE OF NORTH DAKOTA. 



11 



in the State 118.757 separate dwelling houses for a total of 120,910 
families. 

RACIAL COMPOSITION OF POPULATION. 

More than 70 per cent of the population of North Dakota are 
foreign born or of immediate foreign descent, as may be noted in 



Racial Composition of Population 
North Dakota-. 1910 




FlGCKE 1. 

More than 70 per cent of the population of Xorth Dakota are foreign-born or of 
immediate foreign descent, the foreign elements consisting largely of immigrants 
from those strong and virile stocks of northern and western Europe, whose peoples 
have shown special capacity for adapting themselves to American conditions and 
ideals. (See Table 1.) 



Table 1 and Figure 1. It may be noted further that the foreign 
elements are of the most desirable types, coming largely from those 
countries of northern and western Europe whose peoples have shown 
special capacity for adapting themselves to American conditions and 
ideals. 



12 



STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 



Nevertheless, the fact that there are within the State considerable 
numbers of persons of foreign descent, grouped for the most part 
in settlements more or less clearly differentiated by language or racial 
characteristics, inevitably creates special difficulties for the schools. 
Not only the common schools, but the higher institutions of learning as 
well, must adapt themselves to the special conditions that exist, if 
they are to render their full service to the State. 

The character of the foreign-born population is shown by the fact 
that more than one-half of the farm operators are foreign-born, 
although only 27.1 per cent of the total population are foreign-born. 



Table 1. — Racial composition of population, 1910. 



Country of birth. 



Number. 


Per cent. 


162,401 


28.2 


251,236 


43.5 


63,452 


10.9 


33,096 


5.8 


24,576 


4.3 


21,507 


3.7 


7,486 


1.3 


6,537 


1.1 


7,201 


1.2 



Native-born white 

Native-born white, one or both parents foreign. 
Foreign-born white: 

From Norway, Sweden, Denmark 

From Russia, Finland 

From Austria, Germany, Hungary 

From Canada 

From England, Scotland, Ireland, Wales... 

From all other countries 

Chinese, Japanese, Negroes, Indians 



Total. 



AGE DISTRIBUTION OF POPULATION. 

According to the United States census figures for 1910, Table 2, 
presented graphically in Figure 2, the population of North Dakota 
contains slightly more than average proportions in the age groups 
under 25 years, and slightly less than the average in the groups above 
this age. Comparing North Dakota in this respect with the neigh- 
boring agricultural States of South Dakota, Nebraska, and Iowa, 
it appears that North Dakota contains slightly larger proportions 
in the age groups under 45 years, and slightly smaller proportions in 
the groups above this age. (See Figure 3.) 

There are apparently no special conditions as regards the age 
composition of the population which affect the educational problems 
of the State. 



Table 2. — Age distribution of total population, 1910. 



Age groups. 



North 
Dakota. 



Average 
for United 



South 

Dakota, 

Nebraska, 

and Iowa 

combined. 



Under 5 years . 
5 to 14 years . . . 
15 to 24 years . . 
25 to 44 years . . 
45 to 64 years . . 
65 years and ov 

Total.... 



Per cent. 
14.3 
22.4 
20.5 
29.0 
11.3 
2.2 



Per cent. 
11.6 
20.5 
19.7 

14! 6 
4.3 



Per cent. 
11.6 
21.0 
20.4 
27.9 
14.4 
3.3 



100.0 



100.0 



THE STATE OF jSTORTH DAKOTA. 



13 



SCHOOL ATTENDANCE AND ILLITERACY. 

The percentage of illiteracy in the native white, population is 1.5 
per cent; in the foreign-born white population, 1.7 per cent, much 



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less in both classes than the average for the United States. This 
small percentage of illiteracy is due not only to the schools of North 
Dakota, but to the fact that the immigration from other States has 



14 



STATE HIGHER INSTITUTION'S OF NORTH DAKOTA. 



been mostly from those with good school systems of long standing, 
while the foreign immigration has been very largely from European 
States in which elementary education, at least, is practically univer- 



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sal. Only 1.7 per cent of the population of all classes between the 
ages of 10 and 20 were reported as illiterate in 1910. This shows 
also the effectiveness of the elementary schools of the State in reduc- 
ing illiteracy. 



THE STATE OP JSTOETH DAKOTA. 



15 



In 1910, of all children from 6 to 9 j^ears old, 70.6 per cent attended 
schools ; from 10 to 11 years, 90 per cent ; from 15 to 17 years, 57.4 
per cent ; from 18 to 20 years, 17.4 per cent. 









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Of urban children from 6 to 11 years of age, 84.2 per cent attended 
school ; of urban children from 15 to 20 years, 43.1 per cent. Of 
rural children from 6 to 14 years, 80.4 per cent, and of rural chil- 
dren from 15 to 20 years, 37.7 per cent. (See Table 3.) 



16 



STATE HIGHER INSTITUTIONS OF NOETH DAKOTA. 



Table 3.— -Percentages of children of specified ages in North Dakota reported as 
attending school, 1910. 



All chil- 
dren. 



Urban 
children. 



Rural 

children. 



6 to 9 years... 
10 to 14 years. 
6 to 14 years.. 
15 to 17 years. 
18 to 20 years . 
15 to 20 years . 



57.4 
17.4 







84.2 


80 i 






43.1 


37.7 



PERCENTAGE DISTRIBUTION OF FARMS 
BY SIZE GROUPS: NORTH 0AKOTA: 1910 



PERCENT 
40 



-F77s 




SIZE 20 

IN UNDER TO 

ACRES 20 49 



50 100 176 260 500 1000 
TO TO TO to TO AHO 
99 174 259 499 999 OVER 



In 1910 less than 5 per cent of the farms contained less than 100 acres each, and only 
20.2 per cent contained more than 500 acres. 



FARMING AND OTHER INDUSTRIES. 

The nature of the farming in North Dakota is indicated by the 
following facts from the census of 1910 : 

Of the whole number of farms, 85 per cent are operated by their 
owners, 14.3 per cent by tenants, 0.7 per cent by managers. (See 
Table 4 and Figure 4.) 



THE STATE OF NORTH DAKOTA. 



17 



More than 60 per cent of all the farms hired some labor, and nearly 
$22,000,000 was expended in farm wages. 

The farms averaged 382.3 acres, and the average had been increas- 
ing for 20 years. 

Less than 5 per cent of the farms contained less than 100 acres 
each, and only 20.2 per cent contained more than 500 acres. (See 
Table 5 and Figure 5.) 





Table 4. — -Farms in 


North 


Dakota, 


1910. 






Farms operated by— 


Number. 


Per cent. 


Area in 
acres. 


Per cent. 




63,212 

484 
10, 664 


85.0 

.7 

14.3 


23,586,728 

477,213 

4,362,709 


830 




1.7 




15.3 












74, 360 


100.0 


28,426,650 


100.0 







Table 5. — Distribution of farms by size groups, North Dakota, 1910. 



Size groups. 


Number. 


Per cent. 


Size groups. 


Number. 


Per cent. 




229 
450 

1,207 
23,003 

5,345 


0.3 
.6 
1.6 

30.9 
7.2 




29,048 
12,662 
2,416 


39 1 






17.0 






3.2 




Total 






74,360 


100.0 









The percentage of farms operated by tenants in North Dakota, 
14.3, is very much less than that for the United States, 37, as shown 
in Table 6. The same table shows that in 11 States situated in vari- 
ous sections of the country the percentage of farms operated by 
tenants, 52.9, is nearly four times as great as in North Dakota. 

To these considerations should be added the fact that in 1910 the 
average value of the 74,360 farms in North Dakota, including equip- 
ment, was $13,109. Not only is North Dakota overwhelmingly agri- 
cultural in its interests, but the people for the most part own their 
own farms, and each farm represents the investment of a consid- 
erable amount of capital. Socially and economically, therefore, the 
State is made up of a relatively high class of citizens abundantly 
able to pay for educational advantages and to utilize them fully. 
Such a population is far more likely to be interested in scientific 
and practical agricultural education than the tenant classes to be 
found in some other States. 
46136 "—Bull. 27—17 2 



18 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

Table 6. — Tenancy of farms in certain States. 



States. 


Percentage distribution of farms oper- 
ated by- 


Percentage distribution of acreage of 
farms operated by- 




Owners. 


Mana- 
gers 


Tenants. 


Total. 


Owners. 


Mana- 
gers 


Tenants. 


Total. 




57.6 
57.0 
57.3 
36.5 
33.9 
58.6 
39.5 
33.6 
49.7 
44.0 
44.9 


0.9 
1.1 
.4 
.5 
.5 
.3 
.2 
.3 
.4 
.8 
.3 


41.4 
41.9 
42.3 
63.0 
65.6 
41.1 
60.2 
66.1 
50.0 
55.3 
54.8 


100.0 

100.0 
100.0 
100.0 
100.0 
100.0 
100.0 
100.0 
100.0 
100.0 
100.0 


54.7 
45.9 
69.8 
59.6 
55.1 
73.2 
64.1 
63.1 
71.1 
64.8 
55.4 


1.7 
2.0 
2.6 
4.1 
2.9 
1.7 
1.8 
3.2 
1.9 
9.4 
1.5 


43.6 
52.1 
27.6 
36.4 
42.0 
25.1 
34.2 
33.7 
27.0 
25.7 
43.1 


100.0 




100.0 




100.0 




100.0 




100.0 




100.0 




100.0 




100.0 




100.0 




100.0 




100.0 






Average of 11 


46.6 
62.1 
85.0 


.5 
.9 

.7 


52.9 
37.0 
14.3 


100.0 

100.0 
100.0 


61.5 
68.1 
83.0 


3.0 
6.1 
1.7 


35.5 
25.8 
15.3 


100.0 


Average United States . 


100.0 
100.0 







Most farmers grow a variety of crops within the range already 
indicated. Nearly half report vegetables in small quantities. The 
total value of vegetables reported was $3,148,304. 

A very large per cent report horses, cattle, swine, poultry, and other 
live stock. 

The total value of crops was $180,636,000 ; of live stock, $110,000,- 
000 ; of animals sold and slaughtered, $14,457,000. 

The value of milk, cream, butter fat sold and butter and cheese 
made was $4,872,304. 

The value of forest products was almost negligible. 

Although the total value of manufactured products increases from 
year to year, there are as yet no very large industrial plants. The 
752 industrial establishments reported in 1910 had a capital of 
$1,585,000, paid in salaries and wages $2,416,000, and had an output 
valued at $19,138,000. Fully two-thirds of the value of all manu- 
factured products consisted of the products of flour mills and of 
butter and cheese, the latter in small amounts. The total value added 
by the manufacturing process was $5,468,000. 

Persons engaged in manufacturing numbered 4,148, only 2,732 of 
whom were wage earners. 

Mining industries are increasing, but as yet are comparatively un- 
important. In 1910 only 960 persons were reported as engaged in 
mining, including proprietors, officials, clerks, and wage earners. 
The total capital invested was $1,058,649; the amount paid in wages, 
$570,140 ; and the value of products, $564,000. 

In the year 1910 the capital invested in farming in North Dakota 
was 84 times that invested in manufacturing and 926 times that in- 
vested in mining. (Table 7.) The number of farm operators was 
103 times the number of operators of industries and 1,403 times the 



THE STATE OF NORTH DAKOTA. 



19 



number of mining operators. The value of farm products was 11 
times the value of manufactured products and 37 times the value of 
manufactured products over the value of raw material used in these 
products. It was 361 times the value of products of the mines. 

Table 7. — Relative magnitude and value of farming, manufacturing, and min- 
ing in North Dakota, Federal census of 1910. 



Farming. 



Manufactur- 
ing. 



Capital invested... 

Operators 

Value of products. 



$974,814,205 

74,360 

$204, 000, 000 



$11,585,000 

1723 

2 $19, 138, 000 



$1,058,642 

53 

$564,812 



1 Proprietors and firm members. 

2 Value added to raw material by the manufacturing process, $5,464,000. 

SUMMARY OF OCCUPATIONS. 

A general view of the gainful occupations followed by the people 
of North Dakota is afforded by Table 8, which also compares this 
State with the neighboring States of South Dakota, Nebraska, and 
Iowa, combined, and with the States of New York, Pennsylvania, 
New Jersey, and Ohio, combined. (See also Figures 6 and 7.) 

In North Dakota, even more than in the three neighboring States 
referred to, agriculture is preeminent, 60.2 per cent and 45.8 per cent, 
respectively. The " trade " and " manufacturing " groups are much 
less important in North Dakota, where, together, they comprise only 
18 per cent of all occupations reported, whereas in the three States 
mentioned they include 27.5 per cent of the total. The differences 
between North Dakota and these three States in the cases of the re- 
maining occupation groups are not striking. 



Table 8. — Distribution by general divisions of persons 10 years of age and over 
engaged in gainful occupations — North Dakota compared with South Dakota, 
Nebraska, and Iowa, combined; and with New York, Pennsylvania, New 
Jersey, and Ohio combined, 1910. 



Division of occupations. 


North Dakota. 


South Dakota, Ne- 
braska, and Iowa, 
combined. 


New York, Penn- 
sylvania, New 
Jersey and Ohio, 
combined. 




Number 
engaged. 


Per 
cent. 


Number 
engaged. 


Per 
cent. 


Number 
engaged. 


Per 
cent. 


Agriculture, forestry, animal husbandry 


130, 919 
506 
21,339 
13, 813 
17,910 
1,597 
9,851 
17,318 
4,165 


60.2 
.2 
9.8 
6.4 
8.2 
.7 
4.5 
8.0 
1.9 


682,068 
20,642 
258,433 
113, 423 
151, 181 
14,336 
86,111 
113,810 
46,500 


45.8 
1.3 

17.4 
7.6 

10.1 
.9 
5.8 
7.6 
3.1 


1,240,358 
400, 721 

4,038,100 
805, 861 

1,183,720 
139, 576 
493,428 

1, 139, 632 
686,544 


12.2 
3.9 


Manufacturing and mechanical industries 


39.8 
7.9 


Trade 


11.7 


Public service (not elsewhere classified) 


1.4 
4.9 




11.3 




6.8 






Total 


217,418 


100.0 


1,486,504 


100.0 


10, 127, 940 


100.0 







North Dakota, 1910. — Total population, 577,056 ; engaged in gainful occupa- 
tions, 217,418 ; per cent of total population, 37.7. 



20 



STATE HIGHER INSTITUTIONS OP NORTH DAKOTA. 



On the other hand, comparison of North Dakota with four of the 
Eastern States — New York, Pennsylvania, New Jersey, and Ohio — 
combined serves to emphasize the predominance of agricultural in- 









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terests in the former. Agriculture, forestry, and animal husbandry 
constitute only 12.2 per cent of the occupations in the four States 
considered together, as compared with 60.2 per cent in North Dakota. 
(See Figure 7.) 



THE STATE OF NOETH DAKOTA. 



21 



The predominance of agricultural interests in North Dakota is 
still further emphasized by an examination of the constituent ele- 
ments of the occupational group designated by the census report as 







"Agriculture, forestry, and animal husbandry." Certain of these 
occupations, clearly distinguishable from agriculture, are of very 
slight importance in North Dakota. Thus, foresters, lumbermen, 



22 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

raftsmen, woodchoppers, owners and managers of log and timber 
camps, fishermen, and oystermen (combined), number 21,351 in 
the four States mentioned, or 1.7 per cent of the occupations reported 
in this group; in North Dakota, however, there are only 97 persons 
engaged in all these occupations. Not only do they constitute an 
almost negligible number, absolutely, but they comprise only seven- 
hundredths of 1 per cent of the occupations in the " agriculture, for- 
estry, and animal husbandry " group. 

In these four Eastern States the "manufacturing" group com- 
prises nearly two-fifths of the total (39.8 per cent), instead of less 
than one-tenth (9.8 per cent), as in North Dakota. Clerical occupa- 
tions also occupy a far more important place in the four States (6.8 
per cent) than in North Dakota (1.9 per cent). 

RESOURCES AVAILABLE FOR EDUCATIONAL PURPOSES. 

In the following pages certain tables are presented showing com- 
parative figures for the 48 States of the Union with respect to 
resources available for educational purposes. The tables are based 
on data given in the reports of the Census Bureau and the Commis- 
sioner of Education. 

From Table 9 it appears that North Dakota ranks seventh from 
the top in average value of property per child of school age. With 
an average property value of $10,900 on which to draw for the edu- 
cation of each child 5 to 18 years of age, North Dakota has, in this 
respect, more than five times the resources of the lowest State in the 
list. 

Supplementing the analysis already given of the age distribution 
of the population in North Dakota (see Table 2 and figures 2 and 3), 
another view of the conditions as they affect the problem of educa- 
tion is afforded in Table 10, which compares the 48 States by the 
number of men 21 years of age and over for each 100 children of 
school age. North Dakota, ranking thirty-first in the list, with 
93 men to 100 children, thus has considerably more children to be 
educated than there are men of income-producing years. Only 16 
States have a smaller proportion of men over 21 years of age, while 
the State ranking highest has nearly twice as many. 

Comparing the amounts expended for public schools for each adult 
male, North Dakota ranks second, with $33.52. (Table 11.) In 
amount expended for public schools in proportion to wealth it ranks 
twenty-sixth. (Table 12.) Apparently the State can, without undue 
stress, tax itself more heavily than it now does for the support of 
higher education. 

According to Table 13, North Dakota, with $34.17, ranks ninth in 
the amount expended on public schools for each child of school age. 

North Dakota ranks ninth also in receipts of higher educational 
institutions per capita of population, with $2.17. (Table 14.) 



THE STATE OF NORTH DAKOTA. 



23 



Table 9. — Value of property, by States, 

for each child 5-18 years of age 
(1913). 

1. Nevada $28,400 

2. California 15, 500 

3. Iowa 12,700 

4. Montana 12,300 

5. Colorado 11,100 

6. Oregon 11, 100 

7. North Dakota 10,900 

8. Nebraska 10, 700 

9. Washington 10,400 

10. Wyoming 10, 200 

11. Illinois 10,000 

12. New York— 9, 900 

13. Vermont 9, 500 

14. Kansas 9,400 

15. Minnesota 8, 900 

16. Arizona 8, 600 

17. New Jersey 8, 100 

18. Connecticut 7, 900 

19. South Dakota 7, 500 

20. Massachusetts 7, 300 

21. Ohio 7,300 

22. Oklahoma 7,300 

23. Indiana 7,200 

24. Michigan 7, 100 

25. Pennsylvania 6,900 

26. Rhode Island 6, 600 

27. Wisconsin 6, 400 

28. New Hampshire 6, 300 

29. Missouri 6, 300 

30. Utah . 6, 300 

31. Idaho 5,900 

32. Maine 5,900 

33. West Virginia 5, 800 

34. Delaware 5, 700 

35. Maryland 5,700 

36. Texas 5,000 

37. New Mexico 4, 700 

38. Florida 4,300 

39. Louisiana 3, 800 

40. Arkansas 3, 400 

41. Virginia 3, 400 

42. Kentucky 3, 100 

43. Alabama 2, 900 

44. Tennessee 2, 700 

45. Georgia 2, 600 

46. South Carolina,. 2,500 

47. North Carolina 2, 200 

48. Mississippi 2, 100 



Table 10. — Number of men 21 years of 
age and over, by States, for each 
100 children 5 to 18 years of age 
(1910). 

1. Nevada , 180 

2. Wyoming 179 

3. California 169 

4. Montana 165 

5. Washington 151 

6. Oregon- 148 

7. Arizona " 129 

8. Colorado 125 

9. New Hampshire 123 

10. Maine 120 

11. Vermont 119 

12. New York 117 

13. Massachusetts 116 

14. Connecticut 115 

15. Idaho , 113 

16. Ohio 113 

17. Rhode Island 111 

18. New Jersey 110 

19. Michigan 109 

20. Illinois 108 

21. Delaware 107 

22. Indiana 106 

23. Pennsylvania 105 

24. Minnesota 99 

25. Iowa 98 

26. Kansas 98 

27. Missouri 98 

28. South Dakota 96 

29. Nebraska 95 

30. Maryland 94 

31. North Dakota S3 

32. Wisconsin _ 93 

33. New Mexico 88 

34. Florida 87 

35. Utah 85 

36. West Virginia 84 

37. Kentucky- 79 

38. Oklahoma 78 

39. Tennessee 74 

40. Virginia 74 

41. Texas 72 

42. Arkansas '. 70 

43. Louisiana 70 

44. Alabama 67 

45. Georgia , — 66 

46. Mississippi 65 

47. North Carolina 63 

48. South Carolina 58 



24 



STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 



Table 11. — Amount expended for pub- 
lic schools (1912-13), by States, for 
each adult male (1910). 



Utah 

North Dakota 

Idaho 32. 

New Jersey 29. 

Washington 28. 

Montana 28. 

California 27. 

Nebraska 26. 

Minnesota 24. 

Colorado 24. 

Iowa 23. 

Oregon 23. 

Arizona 23. 

South Dakota 23. 

Indiana 23. 

Massachusetts 22. 

Kansas 22. 

New York 21. 

Illinois 21. 

Michigan 21. 

Ohio 21. 

Pennsylvania 20. 

Connecticut 19. 

Wisconsin 18. 

Oklahoma $17. 

Vermont 17. 

Rhode Island 16. 

Wyoming 16. 

Missouri 15. 

Nevada 15. 

Maine 15. 

West Virginia 14. 

Texas 14. 

Maryland 13. 

New Hampshire 13. 

Florida 12. 

New Mexico 11. 

Kentucky 11. 

Louisiana 11. 

Arkansas 10. 

Tennessee 10. 

Virginia 10. 

Delaware 9. 

Georgia , 8. 

North Carolina 8. 

Alabama 7. 

South Carolina 7. 

Mississippi i 6. 



33.52 



57 



Table 12. ■ — Amount expended for 

higher education, by States, for each 
$1,000 of wealth. 

[Based on the estimated true value of 

all property, U. S. Census, 1912, and total 
receipts of universities and normal 
schools as shown in the Report of the 
Commissioner of Education, 1913-14.1 

1. Delaware $3. 88 

2. New Hampshire 1. 84 

3. Massachusetts 1. 47 

4. Virginia 1. 37 

5. Wisconsin 1. 27 

6. Connecticut 1. 25 

7. Arizona 1. 23 

8. South Carolina 1. 21 

9. Maryland .95 

10. North Carolina . 94 

11. Maine .92 

12. Mississippi . 87 

13. Tennessee .80 

14. Minnesota . 79 

15. New York . 74 

16. Michigan . 73 

17. South Dakota .72 

18. Idaho .71 

19. Utah .70 

20. California .68 

21. Illinois .68 

22. Oregon .67 

23. Alabama .65 

24. Washington . 64 

25. Georgia . 61 

26. North Dakota . 01 

27. New Mexico . 60 

28. Vermont . 60 

29. Ohio .56 

30. Rhode Island . 56 

31. Wyoming . 56 

32. Louisiana . 55 

33. Pennsylvania . 54 

34. Kansas .53 

35. Iowa .51 

36. Nebraska .51 

37. Colorado .50 

38. Kentucky .50 

39. Texas .49 

40. Montana . 48 

41. Nevada .47 

42. Florida . 44 

43. Indiana .42 

44. Missouri . 42 

45. New Jersey . 39 

46. West Virginia . 39 

47. Arkansas . 30 

48. Oklahoma .19 



THE STATE OF NOETH DAKOTA. 



25 



Table 13. — Amount expended on pub- 
lic schools, by States, for each child 
5 to 18 years of age (1913-U). 

1. California $49.58 

2. Montana 41. 48 

3. Nevada 40. 72 

4. Washington 40. 57 

5. Arizona 37. 15 

6. Utah 34. 68 

7. Oregon 34.63 

8. New Jersey 34:47 

o. North Dakota 34.17 

10. Idaho _ 33.71 

11. Wyoming 33. 13 

12. Massachusetts 31.68 

13. Colorado 31.02 

14. Minnesota 30.78 

15. Nebraska 29.86 

16. Ohio 29.60 

17. Connecticut 29. 39 

18. New York 29.29 

19. Indiana 28.73 

20. Iowa 28.17 

21. Illinois 26.48 

22. Kansas 25. 87 

23. Michigan 25.66 

24. Pennsylvania 25. 57 

25. South Dakota 24. 77 

26. Maine 23. 68 

27. Vermont 23. 36 

28. New Hampshire 21. 59 

29. Rhode Island 20.97 

30. Wisconsin 20. 59 

31. Missouri 19.88 

32. Maryland 15. 70 

33. West Virginia 14.00 

34. Oklahoma 12.65 

35. New Mexico 12.02 

36. Florida 11. 81 

37. Delaware 11. 76 

38. Texas 10.86 

39. Kentucky 9. 76 

40. Louisiana 8. 69 

41. Tennessee 8. 67 

42. Virginia 8.54 

43. Arkansas 8. 24 

44. North Carolina 6. 64 

45. Alabama 6. 22 

46. Georgia 6.21 

47. South Carolina 5.60 

48. Mississippi 4. 53 



Table 14. — Receipts of higher educa- 
tional institutions, including normal 
schools, per capita of population 
(1913-14). 

1. Delaware $5. 65 

2. Arizona 2. 94 

3. New Hampshire 2. 62 

4. Nevada 2. 53 

5. Massachusetts : 2. 51 

6. Connecticut 2. 43 

7. Wisconsin 2. 33 

8. California 2. 30 

9. North Dakota. . 2. 17 

10. Minnesota 1. 99 

11. Oregon 1. 83 

12. New York 1, 77 

13. Illinois 1.768 

14. Iowa 1.714 

15. Washington 1. 711 

16. South Dakota 1. 64 

17. Nebraska 1. 54 

18. Maryland 1.46 

19. Virginia . 1. 45 

20. Montana 1.44 

21. Colorado 1.43 

22. Kansas 1. 38 

23. Utah 1.38 

24. Vermont 1.35 

25. Michigan $1.35 

26. Wyoming 1.32 

27. Idaho 1.279 

28. Maine 1.277 

29. South Carolina 1.04 

30. Ohio 1.01 

31. Pennsylvania 1. 00 

32. Rhode Island .93 

33. New Mexico . 92 

34. Texas . 83 

35. New Jersey . 81 

36. Indiana . 77 

37. North Carolina . 75 

38. West Virginia . 71 

39. Missouri . 70 

40. Louisiana . 68 

41. Tennessee . 67 

42. Mississippi . 63 

43. Florida .60 

44. Alabama ' . 57 

45. Georgia . 54 

46. Oklahoma .51 

47. Kentucky . 47 

48. Arkansas .33 



Chapter II. 

BRIEF OUTLINE OF EDUCATIONAL NEEDS, AS INDICATED 
BY CHARACTER AND RESOURCES OF THE STATE. 



The foregoing brief survey of the State and its resources, of the 
people and their occupations, and of their industrial, social, and 
economic status, indicates, in broad outline at least, the educational 
needs of the people and what should be expected of the institutions 
under the control of the board of regents and included in this survey. 

A vigorous, democratic, progressive, pioneer people, with an un- 
usually high average of wealth, with little poverty and no class of 
idle rich, offers the best possible opportunity for universal education 
of a high standard, ideal and cultured on the one hand and scientific 
and practical on the other. To this end there is need of a strong and 
efficient system of elementary and secondary schools in the State, 
the elementary schools consolidated sufficiently to make possible the 
best results and the most economical use of funds, and the high 
schools numerous enough to be within reach of all. The uniformity 
of conditions and the small variety of occupations emphasize the 
need for strength and efficiency in the work of the schools rather 
than for large variety in vocational and prevocational courses. The 
predominance of rural and agricultural life indicates the need for a 
larger proportion of teachers trained for the work of the rural 
schools and for making the work of the schools such as to prepare for 
success in agricultural pursuits and for intelligent, joyous living in 
the open country and in small villages and towns. It also indicates 
the need for some system of public libraries that will serve effectively 
a rural population. 

The large number of rural schools in the State as compared with 
the number of urban schools, and the character of work needed to be 
done in these schools, show clearly the task of the normal schools, 
the school of education in the university, and the department of edu- 
cation in the agricultural college. 

The comparatively small number of persons engaged in the pro- 
fessions other than teaching and the ministry indicates the unwisdom 
of maintaining at present in more than one institution schools or 
courses intended to prepare men and women for any one of these 
professions. This would seem to apply with special force to the 

26 



EDUCATIONAL NEEDS. 27 

various forms of professional engineering, in none of which, except 
those connected with or growing immediately out of agriculture, is 
there present or probable immediate future need for any large num- 
ber of highly trained men. On the other hand, an unusually large 
number of people engaged in agriculture on a comparatively large 
scale, on their own farms and not as hirelings or tenants, makes 
an unusual demand for a very large number of men possessed of such 
scientific knowledge and training as will enable them to cultivate 
their farms, market their crops, breed and feed and otherwise care 
for their live stock, and perform all the other duties of agriculturists 
intelligently and profitably without other guidance than their own 
knowledge and their own powers of intelligent observation and judg- 
ment. 

Again, the limited range of variety in soil and climate and in 
staple crops shows the importance of providing comparatively few 
strong and fundamental courses in agriculture for the largest pos- 
sible number of students, rather than a large variety of intensively 
specialized courses for fewer students. The same conditions call for 
a similar policy in regard to students in courses in home economics, 
domestic science, and homemaking. 

The increasing need for highways to be constructed across country 
devoid of the need of difficult engineering feats, the growing de- 
mand for agricultural engineering, including the care and use of 
power machinery, etc., and for tradesmen possessed of a high de- 
gree of scientific knowledge and trained skill create a corresponding 
need and demand for courses of instruction in these subjects for large 
numbers of students, some of which courses at least should be of 
college grade. The large number of young men and women in the 
State who have not had high-school education and who will not at- 
tend college creates at least a temporary demand for serious and 
systematic instruction in agriculture, in the trades and industries, 
and in home economics in courses below college grade, much of which 
should be given in comparatively short courses and under conditions 
which will make attendance as inexpensive as possible. 

The ideals and the educational and cultural traditions of the 
people of the State are responsible for the justifiable demand for a 
large element of cultural education in all these schools, but the need 
for special and professional courses in the fine arts, literature, and 
the languages does not appear to be sufficient to justify an attempt 
to give them at more than one place. 

The commercial interests of the State are already sufficiently large 
to justify commercial courses of higher or lower grade in the uni- 
versity and the agricultural college, and the commercial nature of 
farming in this State creates a demand for courses in farm account- 
ing in the agricultural college and possibly in the university, in the 



28 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

schools at Wahpeton and Bottineau, and in the rural high schools. 
It also makes it desirable that simple farm accounting should be 
taught in the rural elementary schools. The normal schools should 
therefore offer instruction in this subject and in those simple forms 
of bookkeeping which relate to the home and to household affairs. 
There seems, however, to be no reason why the normal schools 
should give courses in those commercial branches that are not, and 
can not be, taught in the elementary schools. 

To these purposes and tasks should the institutions herein con- 
sidered adjust themselves in generous and hearty cooperation and 
with such division of work as will result in the greatest economy 
and the largest and most efficient service. 



Chapter III. 

THE UNIVERSITY OF NORTH DAKOTA. 



The early interest of the people of North Dakota in higher educa- 
tion is shown by the fact that provision for a university was made by 
the Territorial assembly, February 23, 1883, more than six years 
before the Territory became a State (Special Session Laws of the 
Territorial legislature, ch. 40, sees. 13-15). These laws authorize 
the support and endowment of the university by means of a "univer- 
sity fund income and all other sums of money appropriated by any 
law to the university fund income of North Dakota." 

The university thus provided for was located at Grand Forks, and 
first opened its doors to students on September 8, 1884. It is the 
oldest of the State's institutions for higher education. During the 
first year of the existence of the university its faculty consisted of 
four instructors: A president, who was professor of metaphysics; a 
vice president, who was professor of natural sciences; an assistant 
professor of Greek and Latin; and a preceptress and instructor in 
English and mathematics. It is said that all the 79 students of this 
year were below college grade. During the first seven years the 
teaching staff of the university increased to 13 and the number of 
students to 151. 

From the beginning the university has been open to both men and 
women. 

CONSTITUTIONAL PROVISIONS. 

In November, 1887, the people of the Territory of Dakota voted in 
favor of the division of the Territory into the two Territories of 
North Dakota and South Dakota. In November, 1889, North Dakota, 
with boundaries as at present, became a State of the Union. The 
constitution of the .State, adopted in 1889, provides for a system of 
public education. Article 19 of this constitution provides for the 
establishment of the State university and school of mines in the city 
of Grand Forks. The Revised Code of 1905 (ch. 10, sec. 1040) pro- 
vides that " the University of North Dakota as now established and 
located at Grand Forks shall continue to be the university of the 
State." The same chapter records the provision for a board of five 
trustees, to be appointed by the governor of the State, to have charge 
of the affairs of the university, and outlines the powers and duties of 

29 



30 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

this board. This was the method of control of the university until 
the creation of the present State board of regents in July, 1915. 

By the terms of the enabling act admitting the Territory to state- 
hood, Congress granted the university 72 sections (46,080 acres) of 
public lands which had been reserved for university purposes in an 
act of February 18, 1881, and in addition thereto apportioned to it 
40,000 acres of the 500,000 acres given to the State in lieu of grants 
provided in the acts of September 4, 1841, and September 28, 1850. 
The school of mines was granted 40,000 acres. Thus the total grant 
of land to the university through the enabling act was 86,080 acres, 
and the grand total to the university and the school of mines was 
126,080 acres. Of this amount, by July, 1910, 89,567.82 acres had been 
sold for $1,163,324.26, and the portion paid in had been invested in 
such a way that, together with the interest at 6 per cent on unpaid 
land contracts and rentals and hay permits on unsold lands, it yielded 
an annual income of $65,026.09. 1 

Chapter 40 of the Special Session Laws of 1883 provided for a 
special annual appropriation of one-tenth of 1 mill for the support of 
the university. This appropriation was subsequently changed, as 
follows: In the Kevised Code of 1899, two-fifths of 1 mill; in the 
Session Laws of 1907, thirty-three one-hundredths of 1 mill.; in the 
Session Laws of 1913, two-fifths of 1 mill; in the Session Laws of 
1915, a fixed sum, $102,720, was appropriated in lieu of the uni- 
versity's portion of the millage tax. 

In the biennial period 1915 and 1916 the total income of the uni- 
versity from all sources and for all purposes, including the State 
public health laboratory and its branches, the mining substation, the 
biological station, and the geological survey, amounted to $400,743.55, 
of which $270,760 is classed as " educational." 2 

The growth of the university, like that of the State, has been rapid 
and sure. As already stated, the first faculty consisted of only 4 
members, and only 79 students, all below college grade, were enrolled 
the first year ; but during the first seven years of the life of the school 
the faculty increased to 13 and the student enrollment to 151. In 
1915-16 the faculty contained a total of 168 members and the total 
enrollment of students was 1,241, of whom 675 were regular college 
students in residence. Of these, only a very few had entered with less 
than 15 units and none with less than 14. It is, however, quite evi- 
dent that the influence of the university has not yet reached all parts 
of the State as it should. (See map, fig. 8, showing distribution of 
resident students.) 

1 See Report of the Temporary Educational Commission to the Governor and Legis- 
lature of the State of North Dakota, Dec. 27, 1912, pp. 31 and 32. 

2 See Appendix VIII, Table 48. 



THE UNIVERSITY OF NORTH DAKOTA. 



31 



CAMPUS AND BUILDINGS. 

The material growth of the university has, to some extent at least, 
kept pace with the increase in faculty and students, and the conse- 
quent demand for room and equipment. To the original small 
campus additions have been made by purchase and gift until it now 
contains about 120 acres. A dormitory for men was built in 1883, 
and a dormitory for women was authorized in 1887 and erected in 



Grand Forks 



© i H-! *»- !&!«.*«! SSL I «£ ^ 

£2L L ] '---H T— I © T L ] 

© S2L. 1 «- »~ ter T *« i_._.r_#_. 
--S © i & © i©[ , ^\f ) j,,.u 7 ,s 8 



5,720 

■© • r 

...^ 

■ i. 



-K 



S.30Z 

i 






J 8,103 I, 11,814 



vmxey] r~ 

!®j 



<§) I 



f 3.57, VJ 

J ! oureB \ .3.087 



FOSTER ^--v. j OHIOOS I STEELE J TRAILL | 

i ~"T 

IA..A4 t 1 



45.289 



r .-_-L 



5.407 
© 9 



r-^\ 9. 7S6 j 



6.168 I 

M 



© I © ! © 

.._._.„ i , — J..-.-- 

j 10.34 

i i 9 ' 201 




Fig. 8. — Distribution of resident students enrolled in the University of North Dakota, at 
Grand Forks, exclusive of summer sessions, 1914-15. (See Table 31, p. 136.) 

The figures above the county name in each case give the population in 1910. At 
that date the population of Golden Valley County (later divided into Golden Valley, 
Billings, and Slope Counties) was 10,186 ; and the population of Morton County (later 
subdivided into Morton and Sioux Counties) was 25,289. 

The figures inclosed in the circle in each case indicate the number of students from 
the county who are enrolled at the university. 

This institution drew 583 students from 42 of the 52 counties in North Dakota (of 
whom 33.2 per cent came from Grand Forks County), and 104 from without the State; 
total, 687. 

In 1910 the population of North Dakota was 577,056. Approximately 60 per cent 
of the population was found in that portion of the State located east of the western 
boundary lines of the Counties of Rolette, Pierce, Wells, Kidder, Logan, and Mcintosh, 
which divide the State into two nearly equal parts, and 40 per cent was found in ths 
portion west of this line ; whereas, of the 583 North Dakota students in residence at the 
university, approximately 78 per cent came from the territory east of the line indi- 
cated, and only about 22 per cent from west of this line. 



1889. On the campus at present are: Merrifield Hall, in which are 
located administration offices, study and recitation^ rooms, etc.; 
Science Hall, in which are located the departments of geology and 
mineralogy, physics, and biology, including special work of the 
school of medicine; the Mechanical Engineering Building, in which 
are located machine and forge shops, foundry, mechanical labora- 



32 DUPLICATION OF COURSES. 

tory, woodworking shop, machine drawing, drafting and class rooms, 
library and offices; the Mining Engineering Building, devoted to 
the technical work of the college of mining engineering and to the 
university museum; Woodworth Hall, which houses the school of 
education, the model high school, and associated work ; the Carnegie 
Library; the Gymnasium and Assembly Hall; the Commons Build- 
ing ; Davis Hall, a dormitory for women with rooms for the Women's 
League, literary societies, and amusement ; Macnie Hall, a dormitory 
for women ; Budge Hall, a dormitory for men ; the president's house ; 
and a power house containing central heating and lighting plants. 

There is already need for other buildings, and as the work and 
attendance of the university grow still others will be needed. Here, 
as elsewhere, it is very important that all buildings should be located 
and erected after a definite plan, and that they should be built for 
permanency and with the future development of the institution in 
mind. 

The library of the university, which contained less than 1,000 vol- 
umes the first year of the opening of the university, had grown by 
gift and purchase to 8,000 volumes in 1902, 30,000 volumes and 
pamphlets in 1908, and 55,843 volumes, including the 8,612 volumes 
of the law library, in 1916. It is added to at the rate of about 2,500 
volumes annually. The Scandinavian collection of more than 3,500 
volumes and the James J. Hill railway transportation collection are 
of special interest. Departmental libraries of biology and medicine, 
geology, physics, mechanical engineering, civil engineering, mining 
engineering, and chemistry are installed in the buildings with these 
departments. 

There are laboratories for the biological department and the school 
of medicine; the public health laboratory; chemical, metallurgical, 
and mining laboratories; geological, mineralogical, and physical 
laboratories; mechanical engineering shops and laboratories; and 
surveying laboratories, all of which are constantly replenished with 
new apparatus. The university museum contains material for work 
in geology, zoology, and botany. 

For the care of the sick, one room with bath is set aside in each 
residence hall, and a trained nurse maintains office hours daily. The 
hospitals of Grand Forks are also easily accessible, but, as the school 
grows, there will probably be need for a special building for an 
infirmary on the grounds. 

DEPARTMENTS AND COURSES OF STUDY. 

The few courses in philosophy, science, and language offered to 
students below college grade in 1884 have expanded until the cata- 



THE "UNIVERSITY OF NORTH DAKOTA. 33 

logue of the university for 1915-16 lists the following colleges, 
schools, and divisions: 

A. The College of Liberal Arts. 

B. The Division of Education: 

The School of Education. 
The Model High School. 

C. The School of Law (1900). 

D. The Division of Engineering: 

The College of Mining Engineering (The School of Mines) (1900). 
The College of Mechanical and Electrical Engineering (1900). 
The Course in Civil Engineering (1913). 

E. The Division of Medicine : 

The School of Medicine. 

The Course for Nurses. 

The Public Health Laboratory. 

F. The Graduate Department. 

G. The Summer Session. 

H. The Extension Division : 

The Bureau of Educational Cooperation. 
The Bureau of Public Service. 

In these departments more than 700 courses were offered in the 
announcement for 1915-16, exclusive of the model high school and 
the summer session. These courses, except for the division of medi- 
cine, the school of law, and the graduate department, are summarized 
briefly as follows : 

In the College of Liberal Arts, astronomy, bacteriology and hygiene, biology 
(botany and zoology), ceramics, chemistry, commercial subjects, economics and 
political science, education, English language and literature, art and design, 
music, geology, German language and literature, Greek language and liter- 
ature, history, home economics, Latin language and literature, law, library 
science, manual training and mechanical drawing, mathematics, metallurgy and 
industrial chemistry, philosophy and psychology, physical education, physics, 
physiology, French language and literature, Spanish language and literature, 
Italian language and literature, Scandinavian languages and literatures, socio- 
logy. 

In the School of Education, special courses for the training of teachers in 
biology, chemistry, commercial subjects, arts and design, domestic science and 
art, English, French, German, history and civics, Latin, manual training, mathe- 
matics, music, physics, physiography, supervision and administration. 

In the Lato School, all the usual subjects of a first-class legal curriculum. 

In the School of Medicine, in addition to the premedical subjects prescribed 
for the first two years, courses are given in the professional subjects of anatomy, 
general and special pathology, organic chemistry, embryology, advanced phys- 
iology, pharmacology, materia medica, physical diagnosis, surgery, hygiene and 
sanitation, dietetics, principles of nursing, hospital economics. 

In the School of Mines, metallurgy, ore treatment and milling, industrial 
chemistry, building materials and masonry, mining engineering. 

In the School of Mechanical and Electrical Engineering, descriptive geometry, 
mechanical drawing, shopwork, bridge design, sanitary engineering, mechanical 
engineering, electrical engineering. 

46136°— Bull. 27—17 3 



34 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

In the Course in Civil Engineering, surveying, hydraulics, municipal engi- 
neering, water supplies. 

In addition to the extramural work of the extension division 
through the bureau of educational cooperation and the bureau of 
public service, as stated elsewhere, the university also has under its 
immediate direction the public health laboratory at Grand Forks and 
its branches at Bismarck and Minot, the biological station at Devils 
Lake, the mining substation at Hebron, the State geological survey, 
the United States weather bureau at Grand Forks, and the bureau of 
public accountancy. 

That the expansion of the work of the university has been affected 
by the growth of the State, and that the university has endeavored to 
meet all demands as they have risen, is shown by the number of ad- 
ditions made within the last seven years, since the inauguration of 
the present president — years that have also been years of rapid 
growth and development for the State. Among the additions are the 
following : 

1909. The mining station at Hebron and the biological station at Devils Lake 

established. 
The university quarterly journal established. 

1910. A director of music appointed. 

A department of ceramics established. 

Courses for nurses inaugurated and a university nurse appointed. 

Branches of public health laboratory established at Bismarck and Minot. 

Medical school faculty enlarged. 

University extension division organized. 

Federal support obtained for weather bureau. 

1911. Course in home economics inaugurated. 
Course in art and design inaugurated. 

Law course extended from two years to three years. 
College section of summer session established. 
1913. Course in civil engineering established. 

In the meantime the preparatory school has been separated from 
the university and made into a model high school and practice school 
for the school of education, the graduate department has been de- 
veloped, a five-year course in engineering has been inaugurated, 
fellowships and scholarships established, all faculties have been 
enlarged, material equipment of buildings and laboratories have been 
added to extensively, and plans for future development have been out- 
lined. The chief danger has been that in the enthusiasm of youth and 
through the very laudable desire to respond to all demands of a new 
and growing State, new courses, divisions, and departments would be 
provided before the demands were sufficient to justify the expense 
and to the detriment of other work for which there was greater need. 
It is not the opinion of the survey commission that any of these 
should now be abandoned except possibly some minor divisions of 
specialized subjects for which there will probably not be much 



THE UNIVERSITY OF NORTH DAKOTA. 35 

demand at any time soon. For some work of this kind a new State 
like North Dakota should not attempt to provide. It is cheaper for 
the very few students who might be interested in these courses to go 
for them where they can be given in a more satisfactory manner, with 
better equipment and probably at less cost. It is important, how- 
ever, that for the present and the immediate future, the energies of 
the university should be used in building up departments and courses 
already in existence. 

THE COLLEGES. 

The college of liberal arts offers four-year curricula leading to the 
degrees of bachelor of arts and bachelor of science. 1 The courses 
offered in economics and commerce, in connection with other subjects, 
provide a university training for business careers. 

The school of education provides preparation for teaching, espe- 
cially in secondary schools. It regularly requires for entrance two 
years of college work, and its courses of two years lead to the degree 
of bachelor of arts and the bachelor's diploma in teaching. The lat- 
ter is valid in law as a first-grade professional certificate. The school 
of education also grants the teacher's certificate to those who com- 
plete two years of college work, academic and professional, above the 
high school, and this certificate is valid in law as a second-grade pro- 
fessional certificate. Special certificates in music, art and design, 
manual training, home economics, and commercial subjects are 
granted to those who have specialized in these lines and who have 
completed at least two years of college work. 

The model high school is under the direction of the school of edu- 
cation and is used for observation and practice teaching, for the study 
of problems of secondary education, and as a model of high-school 
organization and instruction. 

1 The revised code of 1905 provides for courses of instruction in the university as 
follows : 

" Section 1051. Courses of instruction.- — The college or department of arts shall em- 
brace courses of instruction in mathematical, physical, and natural sciences, with their 
application to industrial arts such as agriculture, mechanics, engineering, mining and 
metallurgy, manufactures, architecture, and commerce ; and such branches included 
in the college of letters as shall be necessary to properly fit the pupils in the scientific 
and practical courses for their chosen pursuits and in military tactics. In the teachers' 
college the proper instruction and learning in the theory and art of teaching and all 
the various branches and subjects needful to qualify for teaching in the common and 
high schools ; provided, that all instruction in the teachers' college shall be above the 
grade of secondary schools, and as soon as the income of the university will allow, in 
such order as the wants of the public shall seem to require, the courses of science and 
their application to the practical arts shall be expanded into distinct colleges of the 
university, each with its own faculty and appropriate title. The college of letters shall 
be coexistent with the college of arts and philosophy, together with such courses or parts 
of courses in the college of arts as the trustees shall prescribe." 

In other sections provision is made for instruction in Scandinavian languages, for a 
comprehensive geological survey of the State, for the tabulation of meteorological sta- 
tistics and barometrical observations, for the making of official topographical and sta- 
tistical maps of the State, and for the collection, preparation, and preservation of 
botanical, zoological, and mineralogical specimens for the university museum. 



36 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

The school of law offers a three years' course of study, to which 
persons who are 18 years of age and graduates of high schools are 
admitted. The course leads to the degree of bachelor of laws. Stu- 
dents in the college of liberal arts are permitted to offer one year of 
law toward the degree of bachelor qf arts. A graduate in liberal 
arts from a reputable college or university may receive the degree 
of Juris Doctor upon the completion of a three years' graduate 
course in law. 

The college of mining engineering offers a four years' course for 
prospective mining engineers, surveyors, metallurgists, and manu- 
facturing supervisors, leading to the degree of bachelor of science in 
mining engineering. A five years' course leads to the degree of 
engineer of mines. 

The college of mechanical and electrical engineering offers four- 
year courses leading to the degrees of bachelor of science in mechan- 
ical engineering and bachelor of science in electrical engineering and 
five-year courses leading to the degrees of mechanical engineer and 
electrical engineer. 

In connection with the colleges of mechanical and electrical 
engineering and mining engineering, a course in civil engineering is 
offered covering four years and leading to the degree of bachelor of 
science in civil engineering. A five j^ears' course leads to the degree 
of civil engineer. 

The school of medicine offers the first two years only of the medical 
course. The university has announced that the final two years of 
medical training will not be offered until the clinical facilities of 
the institution are adequate to meet the demands of advanced pro- 
fessional training in a satisfactory manner. When these are offered 
they should be of such nature as to prepare physicians for the rural 
communities of the State as well as for the more specialized work of 
the cities. Students are not permitted to begin tne first year of 
medical work until they have completed two years of the liberal arts 
curriculum. During these two years special emphasis is placed on 
physics, chemistry, and biology. At the end o^ the four years the 
student receives the degree of bachelor of arts and a certificate show- 
ing that he has completed two years of the/ medical course. This 
certificate is accepted by medical colleges with which the university 
is affiliated. 

The course for nurses, two years in length, offers instruction in 
the academic and technical subjects which precede the hospital work 
in the training of nurses. 

The graduate department includes in a single organization the 
advanced work of all the colleges and departments of the university 
which offer courses leading to the higher degrees. The administra- 
tion of the department is intrusted to a committee on graduate work, 



THE UNIVERSITY OF NORTH DAKOTA. 37 

under the general direction of the president. Graduate students are 
permitted to select major subjects only in the college of liberal arts 
pr the school of education. The roster of students for the year 
1915-16 contains the names of 12 students in the graduate depart- 
ment. Two degrees of master of arts and two degrees of master of 
science were conferred in June, 1915. It is stated that the university 
has thus far conferred but one degree of doctor of philosophy. 

The summer session, six weeks in length, is organized in two sec- 
tions, a college section and an elementary section. In the college sec- 
tion courses are offered in nearly all departments of the university, 
including special courses in library science, physical education, and 
fine arts, and credit is given toward university degrees. The ele- 
mentary section is maintained strictly for the training of teachers. 
Courses in all the required certificate subjects are offered, as well as 
in home economics, manual training, agriculture, and music. 

The extension division of the university has been instrumental in 
organizing lyceum entertainment and educational courses throughout 
the State, and in stimulating the demand for courses of better qual- 
ity. During the year 1915-16 the division filled 430 lyceum dates, 
with an aggregate attendance of approximately 90,000 persons. For 
the year 1916-17 the number of courses booked is 121, with a total of 
586 dates. Under this division are enrolled also 127 correspondence 
students. It also provides for the establishment and maintenance of 
conferences and community institutes in various parts of the State. 
The appropriation for this division is at present $2,500 annually. 

Graduates of the University of North Dakota are admitted with- 
out conditions to the graduate schools of the leading universities of 
the country; the school of medicine of the university is listed in 
"Class A" by the American Council for the Advancement of Medical 
Education ; the law school is a member of the Association of Ameri- 
can Law Schools ; a chapter of Phi Beta Kappa was established in 
the college of liberal arts of the university in 1914 ; and the university 
is included in the list of American universities recommended to the 
German Government for the admission of graduate students to for- 
eign universities. 

The organization of the university is quite elaborate and in one in- 
stance at least the division of authority seems to be extended too far. 
The survey commission can see no reason why there should be two 
deans in the division of engineering, one of the college of mining en- 
gineering and another of the college of mechanical and electrical 
engineering. The large number of elements common to all the 
branches of engineering given in the university and the small num- 
ber of students in each branch make it all the more desirable that they 
should be united under one head. The commission has recommended 
elsewhere that all the engineering be put under the direction of a 



38 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

single dean. The three branches should be merged into one college 
of engineering under the direction of a dean who shall have under 
him heads of the different branches. 

The fact that the president of the university is a member ex 
officio of the State high-school board, that the annual high-school 
conference has been held at the university since 1901, and that the 
inter-scholastic athletic meets have been held since 1903, have all 
served to bring together the university and the high schools of the 
State and to identify their interests. Laboratories and branch lab- 
oratories, the substation of the school of mines at Hebron, the uni- 
versity extension work, the work which the university does through 
the United States Weather Bureau, and more recently through the 
radio station, not only help the university to serve better and more 
fully the people of the State, but they have tended also to bring the 
university and the people closer together and to keep alive the in- 
terest of each in the other. 

AFFILIATED COLLEGES. 

In 1906 the policy of affiliation with other colleges was inaugurated 
by the location of Wesley College on a campus opposite the campus 
of the university and by making provision for an exchange of credits 
on the usual collegiate basis. 

This policy seems. to be in the interest of true economy and effi- 
ciency and to be worthy of extension. It is commended to State 
universities and denominational colleges of other States. Through 
this arrangement students of the denominational college receive the 
full advantage of opportunities for instruction offered by the uni- 
versity which the college might not be able to offer, and those who 
attend the university may do so without being deprived of the re- 
ligious teaching and fellowship of a denominational college. 

SALARY SCHEDULE. 

Members of the teaching staff and administrative officers are em- 
ployed in different ways. Full professors are appointed perma- 
nently, associate professors are appointed for five years, assistant pro- 
fessors for three years, instructors for one year. The general schedule 
of salaries is as follows: 

Deans $3, 000 to $3, 500 

Full professors 2, 500 to 3,000 

Associate professors 2, 000 to 2,500 

Assistant professors 1, 400 to 2, 000 

Instructors 900 to 1., 500 

The general policy of the university relative to salary schedules 
is as follows : That instructors shall receive an increase of pay up to 
$1,500 at the rate of $100 a year. The same shall be true of other 



THE UNIVERSITY OF NORTH DAKOTA. 39 

grades of appointment ; that is, assistant professors shall have an in- 
crease at the rate of $100 a year up to $2,000, etc. It has not been 
possible to hold regularly to this schedule, due to the fact that the 
increase in the income of the university has not been sufficiently large 
to maintain it. In 1905 the dean having the highest salary received 
$2,500; in 1915 the highest amount paid was $3,200 and the dean 
having the lowest salary received $2,900. In 1905 the highest paid 
professor received $2,000 and in 1915, $3,000. In 1905 the highest 
paid instructor received $1,200 and the lowest paid, $100. In 1915 
the highest paid instructor received $1,500 and the lowest paid, $1,100. 
Salaries paid at the university have been reasonably liberal as com- 
pared with other institutions in this section, but it is evident that the 
best interests of the university will demand larger salaries and espe- 
cially a larger number of professors and associates of the higher 



Chapter IV. 

THE NORTH DAKOTA AGRICULTURAL COLLEGE. 



The first legislative assembly of the State of North Dakota estab- 
lished the North Dakota Agricultural College by an act of March 2, 
1890, b}^ accepting the provisions of the Morrill Act of July, 1862. 
The college, which had been located at Fargo by provision of the 
State constitution, adopted in 1889, was organized immediately and 
opened, in rented quarters, October 15, 1890. 

LEGAL PROVISIONS FOR THE ESTABLISHMENT OF THE NORTH 
DAKOTA AGRICULTURAL COLLEGE. 

The purpose of the school and the character of its work were set 
forth by the legislature as follows (section 1106, Revised Code of 
1905) : 

Section 1106. Course of instruction. — The object of such college shall be to 
afford practical instruction in agriculture and the natural sciences connected 
therewith, and in the sciences which bear directly upon all industrial arts and 
pursuits. The course of instruction, shall embrace the English language and 
literature, military tactics, civil engineering, agricultural chemistry, animal 
and vegetable anatomy and physiology, the veterinary art, entomology, geology, 
and such other natural sciences as may be prescribed, political, rural, and 
household economy, horticulture, moral philosophy, history, bookkeeping, and 
especially the application of science and the mechanic arts to practical agricul- 
ture. A full course of study in the institution shall embrace not less than four 
years, and the college year shall consist of not less than nine calendar months, 
which may be divided into terms by the board of trustees as in its judgment 
will best secure the objects for which the college was founded. 

The Morrill Land-Grant Act of July 2, 1862, under the provisions 
of which the North Dakota College of Agriculture was established, 
thus defines the character and scope of instruction intended : 

The leading object shall be, without excluding other scientific and classical 
studies, and including military tactics, to teach such branches of learning as 
are related to agriculture and the mechanic arts, in such manner as the legis- 
latures of the States may respectively prescribe, in order to promote the liberal 
and practical education of the industrial classes in the several pursuits and 
professions in life. 

By the Session Laws of 1890, chapter 160, section 3, the manage- 
ment of the agricultural college was vested in a board of seven 
trustees, appointed by the governor for terms of two and four years, 
40 



THE NORTH DAKOTA AGRICULTURAL COLLEGP 41 

all subsequent appointments to be for four years. The powers and 
duties of the board are outlined in section 6 of the same chapter. 
This method of control continued in force until the creation of the 
present State board of regents, in July, 1915. 

The following sections of chapter 160 of the special laws of 1890 
are of special interest in this study : 

Section 11. Duties of president. — The president shall be the chief executive 
officer of the college, and it shall be his duty to see that all rules and regula- 
tions are executed, and the subordinate officers and employees not members of 
the faculty shall be under his direction and supervision. 

Sec. 12. Faculty to make annual report to hoard. — The faculty shall make 
an annual report to the board of trustees on or before the first Monday of 
November of each year, showing the condition of the school, experiment station 
and farm, and the results of farm experiments, and containing such recom- 
mendations as the welfare of the institution demands. 

EXPERIMENT STATION. 

The establishment of the agricultural experiment station provided 
for in section 16, chapter 160, Session Laws of 1890, is reaffirmed in 
the Revised Code of 1905 and in the Compiled Laws of 1913, as 
follows : 

Sec 1619. Experiment station. — The agricultural experiment station here- 
tofore established in connection with the agricultural college is continued, and 
the same shall be under the direction of the board of trustees of such college 
for the purpose of conducting experiments in agriculture according to the 
provisions of section 1 of the act of Congress approved March 2, 1887, entitled 
"An act to establish agricultural experiment stations in connection - with the 
colleges established in the several States under the provisions of an act ap- 
proved July 2, 1862, and of the acts supplementary thereto." 

FEDERAL ENDOWMENT AND SUPPORT. 

At the time North Dakota was admitted to the Union, November 
2, 1889, 90,000 acres of land were set aside through the provisions 
of the Morrill Act of 1862, for the benefit of the agricultural college, 
and, by the enabling act, an additional 40,000 were for the same 
purpose provided, making a total of 130,000 acres. 

By a wise provision of the enabling act, none of this land can be 
disposed of for less than $10 an acre. Up to this time (1915) the 
average sale price has been about $13. At this rate this land will 
afford the agricultural college an endowment considerably in excess 
of $2,000,000. 

In 1890, Senator Justin S. Morrill secured an additional appro- 
priation for the strengthening of the land-grant colleges. Begin- 
ning that year, $15,000 was granted to each State and Territory for 
the maintenance of its agricultural and mechanical college, and that 



42 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

sum was increased $1,000 each year until a maximum of $25,000 
annually was reached. This maximum was reached in 1900. 

The second Morrill Act, of 1890, providing for the further endow- 
ment of agricultural colleges, secures for the college of each State 
an annual income "to be applied only to instruction in agriculture, 
the mechanic arts, the English language, and the various branches 
of mathematical, physical, natural, and economic science, with special 
reference to their applications in the industries of life and to the 
facilities for such instruction." 

The Nelson amendment of 1907, for the further endowment of 
agricultural colleges, provides " that said colleges may use a portion 
of this money for providing courses for the special preparation of 
instructors for teaching the elements of agriculture and the mechanic 
arts." 

Under the Nelson amendment of 1907, which went into effect with 
the fiscal year ending June 30, 1908, the Federal appropriation of 
$25,000 for the agricultural college was increased by the sum of 
$5,000 annually until the total income arising from the Morrill- 
Nelson fund amounted to $50,000 annually. 

The act of 1888 authorizes the President to detail an officer of the 
Army or Navy to act as professor of military tactics, arid the Sec- 
retary of War to issue out of ordnance and ordnance stores belong- 
ing to the Government such equipment as may appear to be required 
for the military instruction of the students of the college. 

The Hatch Act of 1887, establishing agricultural experiment sta- 
tions in connection with agricultural colleges, provides: 

Sec. 1. That in order to aid in acquiring and diffusing among the people of 
the United States useful and practical information on subjects connected with 
agriculture, and to promote scientific investigation and experiment respecting 
the principles and applications of agricultural science, there shall be estab- 
lished under direction of the college or colleges or agricultural department 
of colleges * * * a department to be known and designated as an " agricul- 
tural experiment station." 

Sec. 2. That it shall be the object and duty of said experiment stations to 
conduct original researches or verify experiments on the physiology of plants 
and animals; the diseases to which they are severally subject, with the reme- 
dies of the same ; the chemical composition of useful plants at their different 
stages of growth ; the comparative advantages of rotative cropping as pursued 
under the varying series of crops ; the capacity of new plants or trees for ac- 
climation; the analysis of soils and water; the chemical composition of ma- 
nures, natural or artificial, with experiments designed to test the comparative 
effects on crops of different kinds ; the adaptation and value of grasses and 
forage plants; the composition and digestibility of the different kinds of food 
for domestic animals ; the scientific and economic questions involved in the 
production of butter and cheese ; and such other researches or experiments bear- 
ing directly on the agricultural industry of the United States as may in each 
case be deemed advisable, having due regard to the varying conditions and 
needs of the respective States or Territories. 



THE NORTH DAKOTA AGRICULTURAL COLLEGE. 43 

The Adams Act of 1906, providing for the further endowment of 
agricultural experiment stations, stipulates that none of the annual 
appropriations from Congress for agricultural experiment stations 
"shall be applied, directly or indirectly, under any pretense what- 
ever, to the purchase, erection, preservation, or repair of any build- 
ing or buildings, or to the purchase or rental of land." 

The total sum, $30,000, thus received from Congress for the North 
Dakota experiment station must be used for the development and 
diffusion in North Dakota of agricultural knowledge. Only 5 per 
cent of the total sum may be used for any other purpose. 

The Smith-Lever Act of 1914 provides for extension work as fol- 
lows : 

That cooperative agricultural extension work shall consist of the giving 
of instruction and practical demonstrations in agriculture and home economics 
to persons not attending or resident in said colleges in the several communities, 
and imparting to such persons information on said subjects through field demon- 
strations, publications, and otherwise ; and this work shall be carried on in 
such manner as may be mutually agreed upon by the Secretary of Agriculture 
and the State agricultural college or colleges receiving the benefits of this act. 

The act further provides that no portion of the moneys received 
for extension work — 

shall be applied, directly or indirectly, to the purchase, erection, preservation, 
or repair of any building or buildings, or the purchase or rental of land, or in 
college-course teaching, lectures in colleges, promoting agricultural trains, or 
any other purpose not specified in this act, and not more than five per centum of 
each annual appropriation shall be applied to the printing and distribution of 
publications. 

The act making appropriations for the United States Department 
of Agriculture for the year ending June 30, 1915, provides for frank- 
ing privilege in connection with the Smith-Lever Act. 

TOTAL ANNUAL INCOME FROM NATIONAL GOVERNMENT. 

In addition to the income from land grants, the North Dakota 
Agricultural College receives from the United States Government 
for the support of the agricultural college annually, $50,000 ; for the 
support of the experiment station, annually, $30,000; for extension 
work, Smith-Lever Act, for the year ending June 30, 1915, $10,000 ; 
total, $90,000. 

The sum received from the Government for extension work will be 
increased from year to year until 1922, when $52,607 will be received, 
provided the proportion that the rural population of North Dakota 
bears to the total rural population of the United States remains as 
it is at present. In 1922, therefore, North Dakota will be receiving 
from the General Government for the support of the agricultural 
college in its several departments approximately $132,000 annually. 



44 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

STATE SUPPORT. 

The Legislative Assembly of North Dakota has appropriated funds 
for the establishment and maintenance of the agricultural college 
and experiment station from time to time as follows : 

1891, $25,000 for the erection of an administration building. 

1893, $55,000 for additional buildings and maintenance, which provided the 
Mechanics Art Building, the men's dormitory, now Francis Hall, the farm 
house, and a barn. 

1895, $11,250 for miscellaneous expenses. 

1897, $22,000 for buildings and maintenance ; a wing to a proposed chemistry 
laboratory was constructed, which was later moved to another site, remodeled, 
and used as a music hall ; $5,000 to cover a deficiency. 

1899, $27,000 for maintenance, and for a small addition to the Mechanic Arts 
Building. 

1901, $18,000 for maintenance. 

Authority to issue bonds in the sum of $50,000, from the proceeds of which 
the south wing of Science Hall was built, .also two barns to replace one that 
had burned the preceding winter ; and a sewage system was installed. 

Permanent income for maintenance was established by an act appropriating 
annually one-fifth of 1 mill tax upon the taxable property of the State. 

1904, $15,000 to apply on installation of a new heating plant was authorized 
by the emergency board. 

1905, $50,000 for the erection of a chemical laboratory. Gift of $18,400 from 
Andrew Carnegie for a library building. 

1907, $108,000, of which $65,000 was used for the construction of an engineer- 
ing building, $6,000 for a greenhouse, $10,000 for a seed barn and root cellar, 
$2,500 for an implement shed ; the administration building was remodeled also, 
and the armory was remodeled and enlarged. 

1909, $75,000 for the erection of a women's building, Ceres Hall ; $30,000 for a 
veterinary science building; $12,000 for equipment, engineering laboratories; 
$10,000 for an electric-light plant ; $3,000 for sidewalks. 

1911, $65,000 for a chemical building, to replace the laboratory destroyed by 
fire in 1909 ; $40,000 for the completion of Ceres Hall ; $15,000 for the purchase 
of additional land for the college farm. 

In 1911 the legislative assembly established a permanent appro- 
priation of $25,000 annually for the support of the agricultural col- 
lege and experiment station. In 1915 there was apportioned to the 
college $61,800 out of the annual tax of $317,880 which was levied 
for the maintenance of the State educational institutions. 

The income from the State for maintenance, for the year ended 
June 30, 1915, was $203,642.10; from "local receipts," $135,740.35; 
from the Federal Government, $90,000 ; total, $429,382.45. 

Up to June 30, 1915, the total amount expended for buildings was 
$554,800; for equipment, $315,730. The institution has in campus 
and grounds 953.8 acres. 

SUBSTATIONS, SPECIAL FUNDS, AND REGULATORY WORK. 

In addition to the experiment station, the substations, and the en- 
terprises usually committed to such institutions, the State of North 



THE NORTH DAKOTA AGRICULTURAL COLLEGE. 45 

Dakota has created a number of special funds, investigations, and 
responsibilities, the administration of which is lodged with the agri- 
cultural college and experiment station at Fargo. These special 
fimds, together with the provisions for the several substations, may 
be briefly summarized according to the provisions of the compiled 
laws of 1913, the date of the original enactment in each case being 
indicated in parentheses : 

Section 1621 provides an annual appropriation of $5,000 for the maintenance 
of the subexperiment station at Edgeley, which is charged with the study 
of " agricultural, horticultural, and other problems peculiar to districts of the 
State where the soil and climatic conditions differ from those of that portion 
of the State known as the Red River Valley." (1903.) 

Section 1622 provides an annual appropriation of $10,000, to be used for the 
further and better enforcement of the food laws, drug laws, formaldehyde and 
Paris green laws, the paint laws, and " such other food or drug laws as the said 
station may be charged with the enforcement of " by the legislature, and also for 
the dissemination of information through bulletins and reports. (1907.) 

Section 1623 provides an annual, appropriation of $12,000 for the purpose of 
continuing the 12 demonstration farms already established, for the establish- 
ment of not less than 6 nor more than 12 additional demonstration farms, for 
publishing the annual report of the demonstration farms and of the experiment 
stations and for printing additional bulletins, and " for complying with the 
provisions of the pure-paint law, Paris-green law, and formaldehyde law now 
on the statute books, and for making analysis of fertilizers and stock foods 
and for other experimental purposes." 

It is provided further that $2,000 of this amount shall be set aside for the 
sole purpose of installing and conducting demonstration farms near the village 
of McLeod " for making additional experiments with cereals, root crops, and 
tree culture, and for making experiments in the manufacture of denatured 
alcohol from by-products of the farm." (1909; supersedes an act passed in 
1907.) 

Section 1624 provides an annual appropriation of $12,000 " for the enforce- 
ment of the feeding stuffs, fertilizers, beverage and sanitary inspection laws, 
and such other enacted inspection laws as the food commissioner of this State 
may be authorized to enforce," and for the making of such investigations and 
the publishing of such bulletins and reports as are deeemed necessary. Section 
2920 provides that the " director of the North Dakota Government Agricultural 
Experiment Station, or his agent or deputy," is charged with the enforcement 
of the provisions of the laws referred to herein. (1907.) 

Section 1625 provides that it shall be the duty of the experiment station at 
Fargo " to conduct experiments and determine the comparative milling values 
of the different grades and kinds of cereals and baking tests of the flours made 
therefrom," and to obtain, tabulate, and publish such other information with 
reference to cereals and their products as may be of value to the residents of 
the State. (1909.) 

Sections 1626, 1626a, 1626b provide appropriations for the work specified in 
section 1625, as follows : Six thousand dollars for building and equipment 
(1907) ; $5,000 for additional equipment, purchasing and collecting samples of 
cereals, gathering information, and employing investigators (1909) ; $500 an- 
nually for maintenance of plant. (1907.) 

Sections 1627 and 1628 provide an appropriation of $10,000 for establishing 
and conducting " an agricultural and grass experiment station," to be located at 



46 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

or near Dickinson, on condition that a suitable area of land not less than 
160 acres be donated free of charge. The purpose of this station is to make 
experiments with native and other grasses and forage products as well as 
other agricultural products, " with a view of improving and enlarging the 
supply of forage of said district and extending and increasing the agricultural 
products thereof." One additional member of the board of trustees of the 
agricultural college and experiment station at Fargo is provided for, whose 
" authority on said board shall be limited to the considering of matters affect- 
ing the substation provided for in this article." (1905.) 

Sections 1629 and 1630 provide for establishing and conducting " an irrigation 
and dry-farming experiment station," to be located at or near Williston, under 
conditions similar to those prescribed for the station at Dickinson, including 
the appointment of an additional member of the board of trustees of the agri- 
cultural college and experiment station at Fargo. (1907.) 

Section 1631 provides for an initial appropriation of $4,000, and an annual 
appropriation of $3,000 thereafter, for establishing and maintaining the sub- 
station at Williston. (1907.) 

Section 1632 provides an additional appropriation of $500 for each of the 
years 1909 to 1918, inclusive, " for the payment of the charges for water for 
irrigation, including construction, operation, and maintenance charges," for the 
substation at Williston. (1909.) 

Sections 1633, 1634, and 1634a provide for an appropriation of $10,000 for the 
purpose of establishing and conducting " an agricultural and grass experiment 
station," to be located at or near Hannah or Langdon, under conditions similar 
to those prescribed for the substation at Dickinson, including the provision for 
an additional member of the board of trustees of the agricultural college at 
Fargo. (1907.) 

Section 1635 provides that the subexperiment stations located at Dickinson, 
Williston, and Langdon, and such other agricultural subexperiment stations as 
may hereafter be established by law, shall be operated in connection with the 
North Dakota government experiment station at Fargo, and " under the ex- 
clusive management and control of the board of trustees of the agricultural 
college." (1909.) 

Sections 1636 and 1637 outline the duties of the superintendents of the sub- 
experiment stations, and provide for biennial reports by the superintendents 
" to the president of the agricultural college," which reports are to be kept 
separate and included by the board of trustees with its biennial report to the 
governor. (1907.) 

Section 1638 provides an annual appropriation of $15,000, to be divided as 
follows: $5,000 annually for the support and maintenance of each of the three 
substations located at Dickinson, Williston, and Langdon. (1909.) 

Sections 1639 and 1640 provide for the establishment of an agricultural experi- 
ment station at or near Harvey, " to make experiments with native and other 
grasses and forage products, as well as other agricultural products." (1909.) 

Sections 1641 and 1642 provide for the establishment of " an agricultural, 
grass, and tree experiment station," to be located on the grounds of the State 
Reform School at Mandan, " provided, that all necessary labor in connection 
with said experiment station, except the services of an expert, shall be per- 
formed by the boys of the said reform school under the supervision of the 
officers of said school, and all surplus products of said experiment station shall 
apply on the maintenance of said reform school." (1909.) 

Sections 1643 and 1644 provide an appropriation of $10,000 for establishing 
and conducting an agricultural experiment station at or near Hettinger, " to 
make experiments with native and other grasses and forage products, as well 



THE NORTH DAKOTA AGRICULTURAL COLLEGE* 47 

as other agricultural products," on conditions similar to those prescribed for 
the experiment station at Dickinson, except the provision for an additional mem- 
ber of the board of trustees of the agricultural college at Fargo. (1909.) 

Sections 1657 and 1661 provide an annual appropriation of $3,000 for the 
establishment and maintenance of a " serum institute " at the agricultural col- 
lege and experiment station, to be under the control and regulation of the board 
of trustees of the same. The professor of veterinary science is to be the direc- 
tor of the serum institute. (1909.) 

Sections 1658 and 1659 outline the duties of the director of the serum insti- 
tute : " To manufacture or cause to be manufactured vaccines, sera, and other 
agents for the prevention, eradication, cure, and control of tuberculosis, 
glanders, hog cholera, blackleg, and other infections or contagious diseases," 
and to distribute to residents of North Dakota, free of "charge, the products 
referred to, under such conditions as may be prescribed by the live-stock sani- 
tary board. (1909.) 

Sections 1662, 1663, 1664, 1665 provide that the board of trustees of the North 
Dakota Agricultural College may cooperate with, and accept the cooperation 
of, the directors of the Federal surveys " in executing a topographic, economic, 
and agricultural survey and map of North Dakota," including also the collec- 
tion of samples of all kinds of material and products of economic or scientific 
interest discovered during the survey, to be placed on exhibition in the museum 
of the agricultural college. (1901.) 

Sections 1666, 1667, 1668 provide for publication of the maps and reports re- 
sulting from the survey, and for biennial reports to the governor on the progress 
of the work. (1901.) 

Section 1670 provides for an annual appropriation of $1,000 for the work of 
the survey. (1901.) 

Sections 1669, 1671, 1672 provide that the professor of geology of the North 
Dakota Agricultural College shall act as State director of this survey ; that 
" this survey shall be known as the Agricultural College Survey of North 
Dakota," and that " this act is not to be construed as conflicting in any manner 
with or repealing the geological survey of North Dakota already established 
at the State university." (1901.) 

COURSES OF INSTRUCTION. 

The act establishing the agricultural college specified certain 
courses of instruction which should be offered, but when the college 
opened, in 1891, formal curricula were not immediately provided. 
The following subjects, which were later organized into courses of 
study, were taught : " Household economics, agriculture, chemistry, 
veterinary science, horticulture and forestry, botany, zoology, me- 
chanics, mathematics, language, history, geography, geology, and 
military tactics." The first catalogue was issued for the year 1892-93. 

The first real course of study formulated was known as the " gen- 
eral science course," and enabled students by election to specialize 
in chemistry or biology, as well as agriculture. 

The list of courses of instruction announced for 1915-16 includes 
the following: 

Division of Applied Agriculture. — Farm management, breeding, genetics, farm 
practices. 



48 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

Division of Agronomy. — Farm crops, soil physics and management, soil fer- 
tility, crop production, methods of investigation. 

Division of Animal Husbandry. — Judging live stock, breeds of live stock 
feeds and feeding, animal nutrition, care and management, herd-book study. 

Division of Dairy Husbandry. — Elements of dairying, buttermaking, ice 
cream, cheese making, dairy cattle and milk production, city market-milk 
supplies. 

Division of Botany and Plant Pathology. — Seed analyses and seed testing, 
plant physiology and pathology, advanced botany and investigation, elementary 
pharmaceutical botany, botany (elements and structural). 

Division of Zoology and Physiology. — Zoology foundations, embryology, ani- 
mal histology, cytology, and microscopic anatomy, animal parasites, advanced 
vertebrate embryology, human physiology, advanced comparative physiology, 
economic zoology investigation. 

Division of Bacteriology. — Bacteriology, pathogenic bacteriology, soil biology, 
dairy bacteriology, bacteriology of water and sewage, soil bacteriology. 

Division of General and Historical Chemistry. — General chemistry, experi- 
mental chemistry, inorganic chemistry, qualitative chemistry. 

Division of Agricultural Chemistry. — How crops grow, soils and feeding of 
plants, chemistry of soils, dairy chemistry. 

Division of Quantitative, Organic, and Physical Chemistry. — Elementary 
Quantitative chemistry, quantitative analysis, organic chemistry, organic prepa- 
rations, physical chemistry. 

Division of Food and Physiological Chemistry. — Veterinary chemistry, physio- 
logical chemistry, sanitary chemistry, chemistry of plant and animal life, 
toxicology and urinology, inorganic constituents, chemistry of food materials, 
food chemistry. 

Division of Industrial Chemistry. — Industrial chemistry for engineers, inor- 
ganic industrial chemistry, organic industrial chemistry, technological analysis. 

Division of Pharmacy. — Theory and practice of pharmacy, operative phar- 
Di vision of Pharmacy. — Theory and practice of pharmacy, operative pharmacy 
macy and pharmaceutical preparations, pharinacopoeial preparations, volumetric 
methods, alkaloidal analysis, pharmaceutical testing, prescription reading and 
writing and incompatibilities, prescription practice, drug assaying, United 
States Pharmacopoeia and National Formulary, pharmaceutical research, vet- 
erinary pharmacy. 

Division of Materia Medica and Therapeutics. — Materia medica, materia 
medica and therapeutics. 

Division of Pharmacognosy and Pharmaceutical Problems. — Pharmacognosy 
(inorganic drugs), study of organic drugs, pharmaceutical and chemical prob- 
lems, pharmaceutical Latin. 

Department of Education. — History of education, psychology, childhood and 
adolescence, principles of teaching, agricultural and industrial education, edu- 
cation in the United States and educational administration, educational inves- 
tigations, observation and practice, school law, the high school, eduoation and 
society, rural education, current educational literature. 

Division of Mechanical Engineering. — Wood shop, forge shop, machine shop, 
mechanical drawing, descriptive geometry % mechanical perspective, machine de- 
sign, pattern shop, molding, internal-combustion engines and gas producers, 
manual training, testing laboratory, gas engineering, steam engineering, mech- 
anism, mechanics of materials, analytical mechanics, materials of construction, 
heat engines, thermodynamics, electric machines, refrigeration and pneumatic- 
machinery. 

Division of Physics. — College physics, household physics. 



THE NORTH DAKOTA AGRICULTURAL COLLEGE. 49 

Division of Civil Engineering. — Surveying, surveying for agricultural stu- 
dents, civil engineering drawing, land surveying, topographic surveying, railroad 
curves and earthwork, roads and pavements, railroad engineering, graphic 
statics, details, hydraulics, masonry construction, water-supply engineering, 
bridge stresses and details, bridge design, sewerage, engineering contracts and 
specifications, concrete and drainage for agricultural students, water purifica- 
tion, sewage disposal and sanitation, reinforced concrete design. 

Division of Architecture and Architectural Engineering.— Elements, water 
color, free-hand drawing, architectural- design, building construction and super- 
intendence, clay modeling, history of architecture, plumbing, history of sculp- 
ture and painting, professional practice and inspection, railroad structures. 

Free-hand Draiving and Industrial Art. — Elementary drawing, free-hand draw- 
ing, water color. 

Department of English and Philosophy. — Exposition, argumentation, history 
of English literature, Milton, introduction to the drama, prose fiction, Words- 
worth, Tennyson and Browning, essays, English scientific writers, advanced 
English composition, playwriting, logic, introduction to philosophic problems, 
ethics. 

Department of Geology and Mineralogy. — Dynamic, physiographic, and struc- 
tural geology, historical geology, economic and applied geology, practical field 
methods, formation of soils, glacial geology, descriptive mineralogy, determina- 
tive mineralogy and blowpipe analysis, metallurgy and assaying, meteorology, 
and climatology. 

Department of History and Social Science. — Economic and social history of 
the United States, survey course in the history of agriculture and closely allied 
industries, agrarian history of the United States, history of Greek civilization 
and art, modern industrial history, American government and citizenship, 
sociology, political economy, rural sociology, current events, principles of 
cooperation, rural economics. 

Department of Home Economics. — Food preparation, home architecture, 
foods and economic problems of food supply, economic uses of food, household 
management, therapeutic diet, dietetics, presentation, of domestic science, 
theory and practice of teaching, social observances, household hygiene and 
sanitation, home nursing, institutional management, domestic art, drafting, 
undergarment making, dressmaking, millinery, textiles, presentation of do- 
mestic art, house decoration, domestic art design, art needlework. 

Physical Training for Women. — Hygiene. 

Department of Horticulture and Forestry. — Plant propagation, principles of 
plant culture, advanced general gardening, plant growth and improvement, 
landscape gardening, forestry, entomology, floriculture. 

Department of Mathematics. — Descriptive astronomy, higher algebra, plane 
trigonometry, analytical geometry, differential calculus, integral calculus, 
biometry, slide rule, graphs, differential equations, mathematics of investment. 

Department of Military Science and Tactics. — Target practice, military 
tactics. 

Department of Modern Languages. — German : Grammar, reading and com- 
position, modern prose, Schiller, comedies, Goethe, modern drama, Faust, 
Heine and the romantic school, modern fiction, lyric poems, scientific German, 
masterpieces in German literature, history of German literature. French: 
Grammar, reading and composition, modern prose, modern comedies, classic 
dramas, modern fiction, modern drama, lyric poems, journalistic French, his- 
tory of French literature. 

46136°— Bull. 27—17 4 



50 



STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 



Department of Music. — Harmony, theory, musical history. Organizes cadet 
band, college orchestra, boys' glee club, girls' glee club, mixed chorus. 

Department of Physical Training and Athletics. — Directs the athletic sports, 
and conducts classes in physical training. 

Department of Public Discussion and Social Service. — Elementary public 
speaking, forensics, debate, ex tempore speech, community programs, dramatics ; 
supervision of numerous literary contests. 

Department of Veterinary Science. — Veterinary science, practical pathology 
and bacteriology, animal pathology, anatomy, hygiene, materia medica, phar- 
macy, physiology. 

Agricultural and Manual Training High School. — Four-year high-school 
courses designated as follows: (1) Agriculture, (2) General science, (3) 
Mechanic arts, (4) Curriculum for rural teachers. 

(1) Agriculture, (2) General science, (3) Mechanic arts, (4) Curriculum for 
rural teachers. 

Industrial and Special Curricula. — The following special short courses are 
announced : 



Names of courses. 


Weeks 
in term. 


From— 


To— 


Years 
required. 




22 
22 
22 
10 
36 
22 


Oct. 11 
...do 


Mar. 23 
...do 


3 




3 




...do.... 


...do.... 


3 




Jan. 2 
Sept. 20 
Oct. 11 


Mar. 6 
June 13 
Mnr. 23 

















1 Or more. 

Department of College Extension. — Lists the following activities: Industrial 
contests, boys' and girls' institute, high-school lecture course, extension schools, 
public school cooperation, press service, assisting in organization of farmers' 
clubs or business associations, exhibits, package libraries. 

SUMMARY OF CHRONOLOGICAL DEVELOPMENT. 



The development of certain important features of the work of the 
agricultural college is set forth in the following summary : 

1891. The North Dakota Agricultural College opened October 15, offering 
instruction in the following subjects: Household economics, agriculture, chem- 
istry, veterinary science, horticulture and forestry, botany, zoology, mechanics, 
mathematics, language, history, geography, geology, military tactics. 

1S93. Four-year course in agriculture announced. 

1S96. Four-year course in mechanics announced. Prior to this date elective 
courses in wood shop and machine shop were offered as parts of a general 
course of study leading to the B. S. degree. 

1897. Four-year course in mechanical engineering announced. 

1898. Two-year course in steam engineering offered; separate organization 
of department of dairying. 

1S99. Department of history and social science organized, with one instruc- 
tor in history and civics. 

1902. Courses in pharmacy offered. 

1908. Organized first two years of four-year course in veterinary medicine 
and surgery; department of education organized; course in civil engineering 
announced; two-year course in power machinery announced; agricultural 



THE NORTH DAKOTA AGRICULTURAL COLLEGE. 



51 



students allowed to specialize in (1) agriculture, (2) agronomy, or (3) animal 
husbandry ; department of public discussion and social service organized. 

1909. Teachers' course added under course in agriculture. 

1910. Course in chemical engineering announced. 

1912. Short course in architecture announced ; course in agricultural engi- 
neering announced. 

1913. Two-year course for builders and contractors announced. 

1914. Course in architectural engineering announced. 

1915. Course in agricultural engineering transferred from department of 
agriculture to department of engineering and physics ; two-year and four-year 
courses in pharmacy organized. 

SUBSTATIONS, FARMS, ETC. 

» The long list of substations, experiment farms, surveys, and regu- 
latory work provided by laws already cited make the field of opera- 
tion of the agricultural college as wide as the State. 




Fig. 9.— Demonstration work under the direction of the North Dakota Agricultural College. 

O Demonstration farms. 

O Substation. 

Experiment station. 

In addition to the experiment station at Fargo, there are five sub- 
stations — Williston, Dickinson, Hettinger, Langdon, and Edgeley — 
each having $5,000 a year for its support. There are also 22 demon- 
stration farms, located at the following places: Bathgate, Beach, 
Carrington, Dawson, Granville, Hazleton, Hoople, Jamestown, Lari- 
more, Lakota, McLeod, Mohall, Mott, New Salem, Oakes, Park River, 
Portland, Rugby, Sanborn, Tioga, Washburn, and Wahpeton. (See 
fig. 9.) 

It is only a question of time when, under the provisions of the 
Smith-Lever bill, there will be an agricultural agent for each county 
in the State. 



52 STATE HIGHEK INSTITUTIONS OF NOETH DAKOTA. 

In the institutional farm at Fargo there are 953.8 acres, divided as 
follows : 

Acres. 

Farming purposes 701. 

Roads, fences, and right of way 40. 

Campus 40. 2 

Barns, yards, and farm buildings 50. 

Experimental plats 97. 

Garden and arboretum 25. 6 

Total 953. 8 

The 29 buildings at Fargo, including barns and sheds, have cost 
approximately $555,000; the value of equipment is estimated at 
$315,730; the annual income from all sources for the year ended June 
30, 1915, was $429,382.45. 1 

The total income from producing lands to June 30, 1915, was 
$1,263,146.61. 

ORGANIZATION. 

It is explicitly provided in the laws establishing the North Dakota 
Agricultural College and Experiment Station, cited herein, that 
administrative authority for the entire institution is vested in the 
board of trustees, whose chief executive officer is the president of the 
college. During the early years of the institution, therefore, the 
president of the college was recognized as director of the experiment 
station also. 

A department of college extension was organized by the faculty 
in 1910, which was formally recognized by vote of the board of 
trustees October 11, 1911. The legislative assembly of 1913 legalized 
the department of agricultural extension, and appropriated $20,000 
for its maintenance for the following biennium. Although the gover- 
nor vetoed the appropriation, the veto did not repeal the law estab- 
lishing the department, and it was continued through the use of col- 
lege funds for its maintenance. 

The sections of the law relating to the faculty recognize the "in- 
stitution " as embracing all college activities, including " the experi- 
ment station farm and results of farm experiments " ; and all mem- 
bers of the station staff, as well as of the instructional force, are 
included in the term " faculty." 

REORGANIZATION. 

During the year 1911 the Better Farming Association was orga- 
nized and financed by the lumber, elevator, railroad, and banking 
interests of Minnesota and North Dakota. The association was under 

1 For detailed statement of all these Items, see Appendix V, Table 45. and IX, Tables 
49-51. 



THE NORTH DAKOTA AGRICULTURAL COLLEGE. 53 

the control of a board of directors, 21 in number, mostly North 
Dakota bankers. 

On January 1, 1914, an arrangement was effected between the board 
of directors of the association and the board of trustees of the agri- 
cultural college by which the Better Farming Association was merged 
with the agricultural experiment station, and the secretary of the 
association became the director of the experiment station. The agree- 
ment between the two boards provided that the enterprises inaugu- 
rated by the Better Farming Association " shall be vigorously carried 
on in substantially the same manner and with no material curtail- 
ment" under the control of the director of the experiment station, 
" who shall be accountable only to the board of trustees of the North 
Dakota. Agricultural College and Experiment Station, and such 
director shall also be in supreme charge of " the extension work and 
allied institutions started by the association. 

It was further agreed that " the extension department of the insti- 
tution shall be placed in the experiment station and that the director 
of the experiment station shall be made ex officio chief of said depart- 
ment or division," and that in administering the activities of the 
extension division the director shall be responsible only to the board 
of trustees of the college. 

It appears, therefore, that there is now no official relationship 
between the college and the station, save that both are under the con- 
trol of the same board. The organization provides for a president 
of the college and a director of the experiment station and extension 
division, coordinate in rank but with no mutual responsibilities. The 
existing arrangement is clearly not in accord with the meaning and 
evident intent of fundamental State law. 1 

The agricultural experiment station is the research department of 
the agricultural college, and the relation of the director of the experi- 
ment station to the president of the institution should be coordinate 
with that of the dean of agriculture. 

There should be created the position of director of the extension 
division, coordinate with that of dean of agriculture, and that of 
director of experiment stations. 2 The extension work in North 
Dakota, as in other States, must grow in magnitude and importance. 

1 Since the date of the commission's investigation the plan of organization outlined 
above has been changed to comply with the law. 

2 The following extract from the Yearbook of the Department of Agriculture (1915) 
indicates that the authorities of agricultural colleges will find it necessary to coordinate 
the work of the experiment station and the extension organization : 

" The institutions have created separate divisions or services and have brought under 
them all extension work in agriculture and home economics. Some of these divisions are 
not yet as clear-cut as they should be. In some cases laws or general administrative 
regulations adopted years ago have continued a confusing union of the extension organi- 
zation with the experiment station. In 36 States a separate officer is in charge of the 
work, usually with the title of director ; in 9 this officer also is head of the experiment 
station or of the college of agriculture." 



54 STATE HIGHER INSTITUTIONS OP NORTH DAKOTA. 

It will have a profound influence upon the experiment station itself, 
since the more the knowledge of scientific agriculture is extended 
among the farmers of the State, the more they will become interested 
in research problems. 

According to the 1915 Report of the Secretary of Agriculture, 
36 States have separate officers in charge of the extension work, 
usually with the title of director. In 9 States only is this officer also 
the head of the experiment station or of the college of agriculture. 1 

The extension work, therefore, is important enough and great 
enough to demand the entire time of an able scientist who is fitted 
by experience and training to bring to the farmers of the State the 
latest practical results of agricultural investigations, whether con- 
ducted in North Dakota or elsewhere. This officer should be in close 
touch with the director of the experiment station, the dean, and the 
president of the agricultural college, and also with the normal schools, 
the agricultural high schools, the granges, and other organizations 
of farmers, and all those engaged in agricultural pursuits. 

The outline of organization of the work of the college, as given 
elsewhere, indicates a division of responsibility which the survey 
commission believes can not fail to prove a source of weakness. 
Power and efficiency would no doubt be promoted by closer organiza- 
tion and a larger grouping of these departments, divisions, schools, 
and courses under fewer responsible heads. The position of dean of 
biology, for instance, seems to be superfluous, inasmuch as the duties 
of this position fall more properly under the jurisdiction either of 
the dean of agriculture or the director of the experiment station. 

TEACHING BY MEMBERS OF THE EXPERIMENT STATION STAFF. 

The State suffers a great loss whenever a group of highly trained 
experts is assembled in connection with an experiment station if the 
duties of the members of the staff do not require or permit a reason- 
able amount of instruction of students. It is believed that a reason- 
able amount of teaching would not injure, but would improve, the 
scientific staff. 

It is therefore recommended that, with a few exceptions for cause, 
at the discretion of the president, members of the staff of the experi- 
ment station be required to devote at least a certain designated mini- 
mum amount of time to the work of teaching and directing students. 
The amount for each investigator should be determined by the presi- 
dent of the institution, in consultation with the director in charge 
of research work. 

This recommendation must not be understood to favor a plan 
whereby research work will be burdened with much teaching, to 
which research workers on an experiment station staff should prob- 

1 See footnote 1, p. 53. 



THE NORTH DAKOTA AGRICULTURAL COLLEGE. 55 

ably devote not more than an hour or two daily. Sometimes, when 
important and engrossing work is under way, all teaching should be 
temporarily discontinued. The laboratories of the experiment sta- 
tion should be accessible to the teaching staff of the college. 1 

THE AGRICULTURAL AND MANUAL=TRAINING HIGH SCHOOL. 

The agricultural and manual-training high school at the agricul- 
tural college was organized in 1909 to meet the legitimate demand 
which then existed for a preparatory school. But this was before 
the movement for the establishment and maintenance of high schools 
in city, town, and country was well under way. Because of the 
progress of this movement the demand for a preparatory school 
at the college is now less insistent than it was, and it should soon cease 
to exist. Indeed there is danger that the continuation of this school 
may retard, to some extent at least, the development of high schools 
throughout the State. Certainly it would do so if it drew many of 
its students from the State at large. This, however, it does not do. 
Of the 138 students enrolled during the year 1914-15 in this prepara- 
tory school, 58, or 42 per cent of the whole, were from Cass County, 
and of the 94 enrolled in the first, second, and third years of this 
school 42, or nearly 45 per cent, were from this county. It is there- 
fore evident that this preparatory school functions largely as a local 
high school in a county which is amply able to maintain high schools 
for all its boys and girls. 

As a part of the work of this school, a course for rural teachers 
is offered. To this there is the same objection as to the low-grade 
courses for rural teachers at the normal schools. The agricultural 
college should, as elsewhere pointed out, prepare teachers of agri- 
culture, home economics, and industrial subjects for the high schools 
and supervisors of these subjects for the elementary schools. But as 
the standard of requirements for teachers in the schools of the State 
is raised, there will be no demand for teachers of the low grade of 
preparation which this preparatory school now turns out. 

The survey commission believes that this school should be discon- 
tinued as soon as the board of regents finds it practicable to do so. 

1 " According to the German idea, the university professor is both teacher and scien- 
tific investigator, and such emphasis is laid upon the latter function that one ought 
rather to say that in Germany the scientific investigators are also the instructors of 
the academic youth. * * * The important thing is not the student's preparation 
for a practical calling, but his introduction into scientific knowledge and research. — ■ 
Paulsen's 'German Universities' (Thilly's translation). 

" It is considered by all educational authorities that the investigator who is doing a 
limited amount of teaching does the best work for the advancement of science. Teach- 
ing makes it necessary for a man to go over his subject broadly, and the presence 
of young and earnest minds is always very stimulating to the investigator. The man 
who spends all his time in particular research too often loses his connection with 
everything else, with the result that he becomes buried in one subject. The greatest 
investigators have always been great teachers." — President Charles W. Dabnbt. 



56 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

The discontinuance should be gradual, as recommended in the sum- 
mary of recommendations. 

It is worthy of note that the agricultural college offers 27 courses in 
architecture and architectural engineering; that there were only 7 
classes in these courses during the week of April 10, 1916, and that 4 
of these classes had two attendants each and 3 had only one attendant 
each. It is not known how many of these were the same students 
enrolled in more than one class. Two of the classes were in free- 
hand drawing, 2 in design, 1 in water color, 1 in the history of archi- 
tecture, and 1 in the history of sculpture and painting. Evidently 
there is little demand for architecture and architectural engineering 
by the regular students of the college. It is doubtful if the demand 
is as yet sufficient to justify the expense, and it seems that the few 
students in these courses might better get the same instruction in 
the classes in these and similar subjects at the university, where the 
classes are larger than at the agricultural college, but still com- 
paratively small. 

SHORT COURSES. 

The large attendance on the short courses at the agricultural col- 
lege (in 1915-16, 195 for the four 22-weeks courses and 400 for the 
courses from 10 to 18 weeks in agriculture, engineering, and domestic 
science) shows a great demand for practical courses of such, length 
and given at such times as make it possible for young men and women 
to attend without interfering to any large extent with their work on 
the farm. The experience of Minnesota and some other States shows 
the possibility, and the commission believes the advisability also, 
of organizing the 22-weeks courses into a school of agriculture, ele- 
mentary mechanic arts, and household arts for those who do not 
expect to attend college or to become teachers. This school should, 
it is believed, offer courses of three years, and it is also believed it 
might be well worth while to try the experiment of repeating the 
Avinter courses with the necessary variations in a summer session. 
The shorter courses should be allowed to remain separate, as they 
are now. They should not, however, be taught as some of them 
now are in the regular classes of the college, of the agricultural and 
manual " training high school, or of the longer 22-weeks courses. 
Those who come for these classes can be better served in classes 
planned for them alone, and the college can, it seems, well afford 
to provide such classes. If this separation of these classes from the 
regular departments of the college requires more instructors, then a 
larger draft might be made during these weeks on the time of experi- 
ment station men, and help might be had from extension workers and 
farm demonstration agents. 



THE NORTH DAKOTA AGRICULTURAL COLLEGE. 



57 



DISTRIBUTION OF ATTENDANCE. 



That the agricultural college should extend its influence more 
largely into the western half of the State is shown clearly by the 
accompanying attendance map (fig. 10). No doubt in the case of 
both the college and the university the small attendance from this 
part of the State is due largely to the fact of its comparative new- 
ness and its lack of good high schools. The distance from the 
institutions also has its effect. Nevertheless, the fact remains that 
this part of the State both contributes its full share to the support 
of these institutions and is in no less need of its full share of their 
service than is the eastern half. 

Par&o* 
r 

! 



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Fig. 10. — Distribution of resident students enrolled in the North Dakota Agricultural 
College at Fargo, exclusive of summer session, 1914-15. (See Table 31, p. 136.) 

The figures above the county name in each case give the population in 1910. At 
that date the population of Golden Valley County (later subdivided into Golden Valley, 
Billings, and Slope Counties) was 10,186 ; and the population of Morton County (later 
subdivided into Morton and Sioux Counties) was 25,289. 

The figures inclosed in the circle in each case indicate the number of students from 
the county who are enrolled at the agricultural college. 

This institution drew 862 students from 49 of the 52 counties of North Dakota (of 
whom 25.9 per cent came from Cass County) and 174 from without the State ; total, 
1,036. 

In 1910 the population of North Dakota was 577,056. Approximately 60 per cent 
of the population was found in the eastern half of the State (see note under fig. 8), 
and 40 per cent in the western half ; whereas, of the North Dakota students in residence 
at the agricultural college, approximately 80 per cent came from the eastern half and 
only about 20 per cent from the western half. 

Only 4 counties, outside of Cass County, sent more than 30 students each to the 
agricultural college ; Minnesota sent 109 ; and Montana, South Dakota, and Wisconsin 
together sent 43. 



Chapter V. 

FUNCTION OF THE UNIVERSITY AND AGRICULTURAL 
COLLEGE. 



AN EFFICIENT STATE SYSTEM OF HIGHER EDUCATION. 

HOW THE STATES HAVE OKGANIZED HIGHEE EDUCATION. 

The States have met in different ways the problem of maintaining 
higher education. Of the New England States, only Maine has 
established a State university. Vermont might be included, but 
Vermont divides its support for higher learning between a university 
and independent colleges. 

New York maintains no State university in the usual sense of the 
word, but Cornell, having as one of its departments a college of 
agriculture and meehanic arts, receives for this college State support. 
Likewise, certain other New York colleges receive State appropria- 
tions for agriculture and other subjects, but Cornell receives all of 
New York's portion of the Federal land-grant funds. 

The University of Pennsylvania is sometimes classed as a State 
institution, since it receives State aid for some of its departments, 
but it is not under State control. 

In the foregoing States, and also in Rhode Island and New Jersey, 
there are no State-supported and State-controlled universities. 

In the following 20 States the university and the agricultural col- 
lege are located in the same place and both are under the direction 
of one president and of one board: Arizona, Arkansas, California, 
Florida, Georgia, Idaho, Illinois, Kentucky, Louisiana, Maine, Min- 
nesota, Missouri, Nebraska, Nevada, Ohio, Tennessee, Vermont, 
West Virginia, Wisconsin, Wyoming. 

In the following 19 States the agricultural college and the uni- 
versity are located in different places, have separate presidents, and 
usually separate boards of control: Alabama, Colorado, Indiana, 
Iowa, Kansas, Michigan, Mississippi, Montana, New Mexico, North 
Carolina, North Dakota, Oklahoma, Oregon, South Carolina, South 
Dakota, Texas, Utah, Virginia, Washington. 

The following States have their institutions of higher education 
separated as follows: Missouri maintains, under one board, an agri- 
58 



the university and the agricultural college. 59 

cultural college and university at Columbia, and at Eolla a school of 
mines which receives part of the Morrill fund; Michigan, Montana, 
New Mexico, Oklahoma, and Colorado have each three separate insti- 
tutions, the university, the agricultural college, and the school of 
mines. Colorado and Montana maintain each four separate State 
institutions of higher learning, including a college of education. In 
some States, one or more normal schools, originally much below 
college rank, have been developed into colleges of education. 

Illinois maintains a consolidated university at Urbana, and a medi- 
cal school, a department of the university, in Chicago. The universi- 
ties of several other States have medical or law schools at other 
places than that of the main seat of the university. Nebraska has an 
agricultural college and university in Lincoln, though they are not 
on the same campus, and a medical department in Omaha, all under 
the control of the same board. Similar conditions obtain in Minne- 
sota, but all the university departments are in or near Minneapolis. 
Ohio has a university and agricultural college at Columbus, and 
universities at Oxford and Athens. 

The foregoing statement indicates in a general way how the States 
have sought to meet the problem of the organization of higher 
education. 

TWO FUNDAMENTAL CONCLUSIONS. 

The development of higher education in so many Commonwealths 
which have sought each in its own way to solve its educational prob- 
lems has furnished to students of education a fruitful field for study. 
From this study educational experts seem to have reached two funda- 
mental conclusions touching higher education : 

1. A State should, whenever possible and practicable, consolidate 
at one place in one university all higher education. This should not 
include normal schools whose purpose it is to prepare teachers for 
elementary schools. 

2. When such consolidation is not practicable, as in States where 
two or more seats of higher learning have already been established, 
and developed at great expense, the work of these institutions should 
be so correlated as to promote cooperation and to prevent unnecessary 
and wasteful duplication of work. 

The commission calls attention to a few of the reasons upon which 
these conclusions are based : 

1. Higher education, especially graduate or research work, is ex- 
pensive. To promote such work efficiently, costly laboratories are 
required and thoroughly trained experts who should command good 
salaries. 

2. The number of students in these graduate courses is necessarily 
small and the duplication of work in them in two or more State- 



60 STATE HIGHEK INSTITUTIONS OP NORTH DAKOTA. 

supported schools would be wasteful, expensive, and unnecessary, and 
should not be permitted. 

3. Professional schools, especially those of medicine, engineering, 
and agriculture, if high standards are set and maintained, are also 
very expensive. Even the largest and richest States would hesitate 
now to establish more than one such school of the highest grade, if 
the question were open for consideration. 

Hence the commission is driven irresistibly to the conclusion that 
the maintenance in any State of two or more State-supported univer- 
sities covering the same fields in graduate departments or of two or 
more professional schools of agriculture or engineering or medicine 
performing the same or similar service is expensive and unnecessary. 

Hence it is that in States like California and Wisconsin, which 
have all higher education centered at one place in one university, the 
question of duplication is easy of solution. In States that maintain 
two or more seats of higher learning the question of duplication is 
difficult of solution and sometimes perplexing. 

CONFLICT BETWEEN STATE UNIVERSITIES AND AGRICULTURAL 
COLLEGES. 

In most States where the university is at one place and the agri- 
cultural college at another there is or has been more or less friction 
between the two institutions. This friction is intensified in States 
where two strong aggressive institutions have been developed, each 
striving to enlarge its field of operation. In some of these States the 
agricultural college has rapidly expanded into a technical university, 
while the university, striving to become a modern institution, to train 
men and women for practical pursuits and not alone for the older 
professions of law, medicine, and teaching, has also tended to become 
a technical university. Under such conditions conflict seems to be 
inevitable. 

It is easy for the layman to see that the problem in these States is 
to eliminate, if possible, unnecessary duplication of work, with its 
accompanying inefficiency and waste of effort and money. Before 
this may be done a clear understanding of what duplication is and is 
not, when duplication is justifiable and when it is not justifiable, is 
essential to any satisfactory solution of the problem. 

WHAT DUPLICATION IS NOT. 

Because elementary and high schools are local, and because normal 
schools as recommended by the commission are mainly sectional or 
regional schools, the inclusion of the same subjects in a number of 
schools of the same kind is not duplication in the sense used in this 
report, but only repetition of facilities to meet the requirements of 
different communities or sections. 



THE UNIVERSITY AND THE AGRICULTURAL COLLEGE. 61 



WHAT IS JUSTIFIABLE DUPLICATION? 



During the first two years of college work there are certain funda- 
mental branches that are common to several of the professional 
schools or colleges. The offering of these fundamental courses at 
more than one institution does not necessarily constitute unjustifiable 
or unduly expensive duplication. For example, such subjects as 
English, modern languages, mathematics, chemistry, physics, may 
usually be taught at two or more colleges at but little greater cost 
than at one, provided the equipment and teaching staff are utilized 
to anything like their capacity and class sections are not too small. 
It costs but very little more to offer five sections in mathematics at 
one institution, and five sections in the same course at another, 
than to offer ten sections at the same institution. The library 
and laboratory equipment for such students, in the introductory 
stages of these courses, is relatively inexpensive as compared with 
the equipment required for more advanced students, and especially 
for graduate students and professional students of medicine, law, 
and engineering. These considerations account for the recent pro- 
nounced tendency in the direction of the development of the junior 
college 1 in many States and municipalities. 

UNJUSTIFIABLE DUPLICATION. 

There is unjustifiable duplication of work when two or more in- 
stitutions or departments are doing work which might be done, both 
more efficiently and more economically, and to the full extent re- 
quired by the needs of the State, by one institution or department. 

MAJOR AND SERVICE LINES OF WORK. 

In dealing with the problem of duplication, the commission has 
been guided by what may be described as the principle of major and 
service lines of work. 2 In accordance with this principle each State 
institution should have assigned to it certain major fields which it 
should develop as fully as may be practicable. Literature, history, 
and philosophy at the university are such major lines; at the agri- 
cultural college, agriculture and home economics. 

Service lines are such subordinate subjects as are essential to the 
proper cultivation of a major line. The amount required in these 
lines varies, but is generally not very full or comprehensive, being' 
usually directed toward a special purpose. The modern languages 
are service lines at the agricultural college; home economics at the 

1 An institution doing two years' work beyond the high school, or freshman and sopho- 
more years of the college. 

2 For a fuller discussion, see " State Higher Educational Institutions of Iowa," Bulle- 
tin, 1916, No. 19. 



62 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

university. Institutions may well overlap as regards the relation of 
their service lines to one another and more particularly as regards 
the relation of their major to their service lines. English is a 
major line at the university, a service line at the agricultural college. 
There should be no material overlapping of major lines. 

Certain subjects do not fall readily into line on such a principle 
of division. The detailed adjustments of these cases of overlapping, 
once the main principle has been accepted, seem capable of amicable 
settlement by means of a conference consisting of some convenient 
number of representatives of the faculties of the institutions affected 
(perhaps five from each), elected by the faculties and sitting with 
the State commissioner of education and a committee of members of 
the State board of regents. Such a conference might meet at stated 
periods, perhaps annually, to consider and adjust any difficulties 
that may arise from time to time. Meantime the principle of the 
major and the service lines will automatically settle the status of 
the larger number of subjects, and forthwith determine whether in 
a particular institution they shall be developed beyond their ele- 
mentary stages. 

If the principle of the establishment of major lines of work, form- 
ing the main structure in the curricula of the State institutions, be 
accepted, another principle will be at once clearly defined. All 
departments of an institution must be treated alike in the matter of 
thoroughly adequate provisions of men and apparatus with which 
to do the work required by the purposes of the college. All depart- 
ments need not be treated alike, however, in facilities for expansion 
and outreach into graduate courses and research. A service depart- 
ment is a service department and not a major department, and it 
must so remain, if waste and unwarrantable duplication of effort 
and expenditure are to be avoided. 1 

THE PROBLEM IN NORTH DAKOTA. 

In the light of the foregoing generally accepted conclusions and 
of the considerations set forth concerning major and service lines of 
work, the solution of the problem of duplication in North Dakota 
with its accompanying friction and waste of effort and money be- 
comes, it is believed, easier of solution. 

1 Certain departments, like chemistry and botany, by their intimate and organic re- 
lation with the research work of the experimental stations, will need to develop spe- 
cialized forms of work in the direction of major lines ; for example, soil chemistry, 
organic chemistry, plant pathology, and dairy bacteriology. But in all such cases a 
clear differentiation of departmental functions should be enforced, for the State does 
not need two groups of research men and two research laboratories for plant pathology 
or dairy bacteriology. It is even conceivable that a strong man in one of the other 
State institutions might develop his talents along one of these lines to a point which 
would make it desirable to transfer him to the agricultural college staff instead of 
continuing his work on the old location. 



THE UNIVERSITY AND THE AGRICULTURAL COLLEGE. 63 

MAIN PURPOSE OF THE UNIVERSITY AND THE COLLEGE. 



GENERAL STATEMENT. 



The main purpose of the university should be to give liberal train- 
ing in literature, science, and the arts; to develop professional edu- 
cation in accordance with the needs of the State, and especially in 
the older professions of law, medicine, education, and engineering; 
to promote educational and scientific research; to conduct extension 
courses which do not duplicate the extension work of the agricul- 
tural college. 

The main function of the agricultural college and experiment sta- 
tion should be to teach and to develop for the benefit of the people 
of the State the science of agriculture ; to promote, as the needs of 
the State demand, agricultural, industrial, and technical education, 
as distinguished from the older professional education, for instance, 
of law and medicine; to conduct at the experiment station original 
investigations in agriculture and the allied arts and sciences; to 
carry to the people of the State through extension courses the re- 
sults of research and experimental work beneficial to the farmers 
of the State. 



DUPLICATION IN GRADUATE WORK. 



It should not be difficult to determine the graduate work that 
should be undertaken at each of these institutions. The graduate 
department of the agricultural college, in so far as the college under- 
takes research, is the experiment station. All graduate work prop- 
erly belonging to the Government experiment station in North Da- 
kota should be conducted at Fargo or at the substations of the col- 
lege. Should there be at the university professors interested in 
special problems connected with agriculture or allied subjects, they 
might be given an opportunity to conduct experiments at the labora- 
tories of the experiment station, at the farms of the college, or at 
the substations. For the same reason, professors of the agricultural 
college who wish to undertake experiments that may be best con- 
ducted at the laboratories or stations of the university should be 
afforded opportunity to do so. In general, graduate work should be 
divided between the two institutions on the basis of major lines of 
work assigned to each, as recommended elsewhere. Graduate work 
at the university will naturally follow some of the lines of work 
pursued in the college of liberal arts and sciences. There is thus 
open to the university for research work vast fields that scarcely 
touch the domain of the agricultural college. 



64 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

DUPLICATION IN THE COLLEGE OF LIBERAL ARTS. 

In a number of agricultural colleges in other States courses in 
liberal arts and sciences leading to degrees are offered. Advanced 
courses in liberal arts and sciences, such courses as are given in the 
junior and senior years, and especially graduate courses, are neces- 
sarily expensive. Such courses should be offered only at the uni- 
versity. North Dakota should at this time maintain only one State 
college of liberal arts and sciences, and this should be at the uni- 
versity. Although it is declared in the charter establishing the 
agricultural college that the course of instruction shall embrace the 
English language and literature, moral philosophy, and history, and 
in the Morrill Act it is stated that the land-grant colleges are " to 
promote the liberal and practical education of the industrial classes 
in the several pursuits and professions in life," it clearly was not 
the intention either of Congress or of the Legislature of North 
Dakota to make training in the liberal arts and sciences the specific 
work of the agricultural college. While there is nothing in either 
Federal or State laws to prohibit its giving even extensive courses 
in liberal arts and science, it will promote efficiency and economy 
in both institutions if all advanced instruction in the liberal arts and 
the pure sciences is offered only at the university. 

It will doubtless be practicable for the faculties of the two insti- 
tutions so to coordinate their work that it may be possible for 
students who have taken such " liberal " courses as are offered at the 
agricultural college to enter the junior year of the college of arts 
and sciences at the university and to win in two years appropriate 
liberal arts degrees. 

Here again cooperation is urged in the framing of courses and the 
exchange of students between the two higher institutions which by 
unity of effort may do the work undertaken in Minnesota, Illinois, 
and California by one consolidated university. 

DUPLICATION IN THE INDUSTRIAL ARTS AND THE FINE ARTS. 

In States where the agricultural college and the university are 
separated, the major work in the industrial arts would seem to 
belong to the agricultural college, the major work in the fine arts 
to the university. But in North Dakota conditions indicate a modi- 
fication of such division. 

In North Dakota are found extensive deposits of clays for brick, 
tile, and pottery; and the soil in the western part of the State 
is underlaid with lignite. The School of Mines and its stations, 
as authorized by law, are dealing with the problem of making use 
of these deposits. Its service to the State does not require that it 



THE UNIVERSITY AND THE AGRICULTURAL COLLEGE. 65 

should prepare engineers to deal with the problems of mining gold, 
silver, copper, iron, or other metals. 

In consideration of these facts, the major work in industrial arts 
growing out of the manufacture of clay deposits and lignite belongs 
properly to the university ; while the industrial arts related to agri- 
culture, such for example as milling, canning vegetables, the manu- 
facturing of cereals and starch, beet sugar, twine, paper, linen, 
dairying, and the preserving of dressed meats, may be taught best 
at the agricultural college. 

In proportion as the manufacturing of clay products and lignite 
develop in the State, the college of education at the university will 
doubtless find it desirable, in cooperation with the School of Mines, 
to give instruction in industrial arts growing out of these indus- 
tries; while the agricultural college will have a large field in train- 
ing teachers of the industrial arts related to, or growing out of, 
agriculture. 

In 1910 there were in North Dakota only 752 industrial establish- 
ments. These had a capital of $1,585,000. Only 4,148 persons were 
engaged in manufacturing. At that time only 960 persons were 
reported as engaged in mining. Consequently, it is not possible for 
the commission to predict what course of development manufac- 
turing may take, or to what extent the State should make prepara- 
tion for instruction in the industrial arts. 

The university should in time develop a strong school of fine arts. 
American colleges and universities, interested in problems of pioneer 
life, have until now given comparatively little attention to the 
fine arts, but with the increase of wealth and the passing of pioneer" 
conditions they will eventually turn their attention to these arts, 
which are no less essential to the largest and best interests of a 
democracy than are those things to which we have had to give first 
attention. 

DUPLICATION IN MUSIC, HOME ECONOMICS, AND AGRICULTURE. 

Both music and home economics should be taught in all State 
institutions of North Dakota. Home economics is a subject of uni- 
versal interest to women, while music is, or should be, a subject of 
interest to all the people of the State ; consequently some instruction 
in these subjects may well be offered at all the State institutions. 
The normal schools should continue to give in music, home economics, 
agriculture, and industrial arts, instruction suited to students pre- 
paring to be elementary teachers. Advanced or major courses, how- 
ever, for experts in home economics, agriculture, and industrial arts 
related to, or growing out of, agriculture, should be given only at 
the agricultural college. The agricultural college should be thor- 
46136°— BuU. 27—17 5 



66 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

oughly equipped both for the practical and scientific study of all 
these branches. It should be able, therefore, to train experts who 
should become teachers in high schools and normal schools, or en- 
gage in business related to its major lines of work. 

Instruction in music, including special training in chorus, orches- 
tra, and band, should be given both at the university and at the agri- 
cultural college, but advanced and professional instruction in the 
higher forms of music should be given only at one place in the State, 
and that place should be the university. 

DUPLICATION IN PHARMACY. 

There is ground for the opinion that a school of pharmacy might 
best be developed in connection with the work of the medical college 
of the. university. But inasmuch as it is necessary for the agricul- 
tural college to employ a number of expert pharmacists in connec- 
tion with the food and drug inspection and other regulatory work 
of the State, the college is able to use these same experts without 
much additional expense as teachers in the school of pharmacy. 
Hence, the conclusion is reached that the school of pharmacy should 
remain at the agricultural college. Inasmuch, however, as it is 
necessary for physicians to have instruction in pharmacy, the medi- 
cal school at the university will be forced to offer such instruction 
as may be necessary for prospective physicians. 

DUPLICATION IN EXTENSION WORK. 

The presidents of the State institutions, together with the State 
superintendent of public instruction and the director of the State 
library commission, should cooperate in formulating a plan for the 
efficient and economical organization of the extension work to be 
undertaken in the State. After due deliberation the committee thus 
constituted should submit to the State board of regents an outline 
for the accomplishment of the ends sought. 

In general the extension work of the several institutions should be 
differentiated as follows: The university should limit its extension 
activities to those lines of popular interest that grow directly out of 
the university curriculum; the agricultural college should confine 
its activities to the great field of agriculture and rural life; the 
normal schools should confine their extension activities to work 
with teachers and should seek, through the more efficient organization 
of rural and elementary schools, to quicken popular interest in 
public education and social betterment; both the university and the 
agricultural college should foster the development of high schools 
and secondary education throughout the State ; the schools at Wah- 
peton and Bottineau should limit their extension activities to the 



THE UNIVERSITY AND THE AGRICULTURAL COLLEGE. 67 

special fields suggested by their organization ; the State library com- 
mission should follow the lines indicated in the chapter covering 
the work of the commission. 

It is to be noted that a very large part of extension work in North 
Dakota belongs properly to the agricultural college. All extension 
work coming under the provisions of the Smith-Lever Act of 1914 
must be under the direction of the authorities of the agricultural 
college. North Dakota is at this time receiving from Congress 
$10,000 annually for extension work under the provisions of this act. 
In 1922, when the appropriation has reached its maximum, North 
Dakota will receive, upon the basis of her present rural popu T 
lation, $52,607. To receive this sum the State will have to provide 
its estimate, $42,607. Hence, North Dakota will have at that time 
$95,214, probably more, for extension work. This work at present 
includes (1) county agricultural agents, (2) boys' and girls' clubs, 
(3) movable schools, and (4) the supporting work of the college 
and department specialists. Since it has large funds for the purpose, 
the agricultural college will be expected to carry on this work. 

The extension and correspondence work undertaken by the uni- 
versity should include, so far as may be practicable, all subjects not 
undertaken by the other institutions of the State. Lectures on 
general literature, on the liberal arts and sciences, on ethics and 
philosophy, history and government, on sanitation and hygiene, and 
providing public lyceum courses not closely related to the curricula 
of the agricultural college — this and much similar work may be 
carried on best by the university. 

Correspondence and extension work are assuming large propor- 
tions in modern State universities and agricultural colleges. The 
aim of these schools seems to be, and rightly so, to extend their work 
to the utmost bounds of the State and to reach, directly or indirectly, 
all the people. Some States are spending large sums for extension 
and correspondence courses. The demand for such work in North 
Dakota will grow rapidly, if the State can afford to furnish the funds 
that are needed for its support. 

DUPLICATION IN STATE SITEVEYS. 

The General Assembly has authorized a survey to be known as 
the Agricultural College Survey of North Dakota, and has also 
authorized the university to conduct a geological survey. 

These two surveys would seem to cover in part the same work. 
There should at least be no conflict, and it is stated that there has 
been none. Cooperation on the part of the staffs of these surveys 
should be encouraged. There should be between the surveys, so far 
as may be practicable, an exchange of specimens collected for the use 



68 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

of museums at each institution, and there should be at least an annual 
conference of survey workers in order to secure cooperation and to 
prevent duplication of work and waste of effort. 1 

DUPLICATION IN ENGINEERING. 

Both the university and the agricultural college are developing 
schools of engineering. The university has invested in buildings 
and equipment for engineering $129,313.95 ; the agricultural college, 
$135,200. Nothing either in State or Federal laws prevents either 
institution from establishing and developing such schools. 

The enabling acts set aside 40,000 acres of land for the endow- 
ment of a school of mines which was located by the constitution at 
Grand Forks, the seat of the university. It would seem, therefore, 
mandatory that the State maintain a school of mines and engineering 
at the university. 

On the other hand, North Dakota Agricultural College, like most 
of the separate land-grant colleges, has undertaken to maintain a 
department of " mechanic arts " and has interpreted " mechanic arts " 
to mean engineering of all kinds and all degrees of development. 

Thus North Dakota has two colleges of engineering preparing to 
cover all subjects for which there is a demand, although there is no 
manifest need for more than one such school. Indeed, the question 
has been seriously raised whether North Dakota is at present justified 
in maintaining so expensive an institution as a college of engineering 
of first rank. The demand for professional engineers in a State so 
overwhelmingly agricultural is necessarily quite limited. At the 
same time, there is an impressive accumulation of facts pointing 
to the conclusion that there is need for the material extension of 
agricultural education in the State. 

ENGINEERING AND AGRICULTURE. 

There are educators of distinction who claim that, whenever profes- 
sional engineering is strongly developed at the agricultural college, 
it invariably overshadows the agricultural work. The engineering 

x " The geological survey (of the university) shall be carried on with a view to a 
complete account of the mineral kingdom, as represented in the State, including the 
number, order, dip, and magnitude of the several geological strata, their richness in 
ores, coals, clays, peats, salines and mineral waters, marls, cements, building stones, 
and other useful materials, the value of said substances for economical purposes, and 
their accessibility ; also an accurate chemical analysis of the various rocks, soils, ores, 
clays, peats, marls, and other mineral substances of which a complete and exact record 
shall be made." Session Laws. 

" It shall be the duty of the State director of this survey (the agricultural college) 
to collect, or cause to be collected, samples of all rocks, soils, coals, clays, minerals, 
fossils, plants, woods, skins and skeletons of native animals, and such other products 
of economic or scientific interest discovered during this survey, which, properly secured 
and labeled, shall be placed on exhibition in the museum of the North Dakota Agricul- 
tural College." Session Laws. 



THE UNIVERSITY AND THE AGRICULTURAL COLLEGE. 69 

school, they claim, actually draws students from the agricultural 
courses. It is true that in many colleges of agriculture and mechanic 
arts there are far more students in engineering than in agriculture. 
If this is due to the fact that engineering is better supported than 
agriculture, the agricultural college would seem sometimes to suffer 
because of inadequate support when the two colleges are located on 
the same campus. 

There is no reason, however, why an agricultural college should 
not be actually strengthened by reason of its location on the same 
campus with the engineering college. The real reason for the trans- 
fer of professional engineering unrelated to agriculture to the uni- 
versity is that the State can not afford to support, and does not need, 
two such schools of professional engineering. 

AN AGRICULTURAL COLLEGE OF THE FIRST RANK AN IMPERATIVE 

NEED. 

It will be apparent to thoughtful persons that if an agricultural 
college having only a limited amount of money devotes it all or the 
greater part to agriculture and allied arts and sciences, it may de- 
velop a stronger and a better school of agriculture than an institu- 
tion similarly limited in funds which undertakes to maintain also 
professional schools not closely related to agriculture. For this 
reason Massachusetts has been able to maintain a good college of 
agriculture, because it devotes all available money to this one pur- 
pose. In Massachusetts the Morrill fund is divided between the 
agricultural college at Amherst and the Massachusetts Institute of 
Technology, at Boston, the former receiving two-thirds, the latter 
one-third, of the fund. But even if the college received all the 
Morrill fund it would seem better for the State to spend it all in 
developing a thoroughly efficient school of agriculture rather than 
two inefficient schools, one of agriculture and one of professional 
engineering which touches but slightly the problems of rural life. 

Although, as elsewhere shown, the Agricultural College of North 
Dakota, including the experiment stations and regulatory work, 
already has a relatively large annual income — more than $400,000 — 
this income is not yet large enough for the full support Of such a 
college of agriculture as the State of North Dakota should have. 

Since it is not possible, without a constitutional amendment, to 
center all engineering at either the college or the university, the com- 
mission is driven to the conclusion that the engineering work of the 
two institutions should be so divided as to prevent expensive and 
unnecessary duplication, the agricultural college to retain and to de- 
velop the courses related to agriculture and the industries growing 
out of agriculture, chemical engineering, and engineering courses 
designated industrial. (See recommendation 5, ch. 12.) 



70 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

ENGINEERING AT THE COLLEGE. 

The agricultural college should give such engineering as is related 
to agriculture — for example, surveying, road making, drainage, ir- 
rigation, water supply, drafting and designing to aid in the construc- 
tion of rural buildings, such as farm houses and barns ; engineering 
such as may be used in connection with the management of farm ma- 
chinery, in the construction of agricultural manufactories, such as 
dairying, milling, canning, packing, refrigeration. In fact, the 
agricultural college, in proportion as its means permit and the needs 
of the State demand, should give instruction in all engineering that 
may help to lighten the burdens of the farm and the home or to aid 
in the development of industries connected with the farm and the 
manufacturing of the products of the farm. 

ENGINEERING AT THE UNIVERSITY. 

Both efficiency and economy demand that professional engineer- 
ing such as is now generally given in the great engineering schools, 
demanding as it does thorough training in the higher mathematics 
and physics and calling for expensive laboratories, and covering 
highly technical fields of work difficult to master without long and 
laborious application, should be centered at one place. These pro- 
fessional courses in mechanical, electrical, structural, and railroad 
engineering, which are very expensive, might be given at the Uni- 
versity of North Dakota, but they should not be given at the agricul- 
tural college. All its available resources are needed to make it a 
great agricultural school. At any rate, North Dakota is not able to 
develop two such institutions. If the Massachusetts Institute of 
Technology and Harvard University found it worth while through 
cooperation to prevent waste and increase efficiency, what excuse can 
there be for the maintenance of two schools of professional engineer- 
ing covering the same field, especially in a State having need for 
relatively few professionally trained engineers? 

COOPERATION OF FACULTIES NEEDED. 

It does not seem to be a difficult task to so divide the engineering 
work of these institutions as to prevent duplication in major and ex- 
pensive lines. It is apart from the prime mission of the agricultural 
college to train men to build great office buildings for the city, to 
become marine or railroad engineers, electrical engineers (a profes- 
sion split already into a score or more specialties), mining engi- 
neers — in short, to fit students for any of the highly specialized pro- 
fessions whose fields of operations are far removed from the needs of 
the farmers, from industries growing out of agriculture or the ac- 
tivities of the villages, towns, and small cities of North Dakota. 



THE UNIVERSITY AND THE AGRICULTURAL COLLEGE. 71 

Nevertheless, the solution of the engineering problem in North 
Dakota is confronted by difficulties and calls for the cooperation of 
the faculties of the two schools. Civil engineering, highway engi- 
neering, some sanitary and municipal engineering, and chemical en- 
gineering fall naturally into the curricula of agricultural colleges. 
So closely is the work of the entomologists at the experiment sta- 
tion related to sanitation that the problem of eradicating " mountain 
fever " has been undertaken through the cooperative work of station 
entomologists and medical experts. One preparing to become a sani- 
tary engineer might find it profitable to take courses in hygiene and 
sanitation at the medical college of the university, engineering 
courses both at the university and college, and courses in entomology 
and in veterinary science at the agricultural college. German stu- 
dents often spend a semester or more at two or three universities. 
Why should not North Dakota students find it advantageous in pre- 
paring for the professions to take some work both at the university 
and the college? Indeed, the State board of regents is especially 
authorized to provide for the exchange of students and instructors 
between the higher institutions of North Dakota. 

Under the division proposed by the commission the college will 
still hold all the engineering courses related to agriculture and allied 
subjects. For these it needs not only the engineering buildings and 
equipment it now has, but in the near future it will need additional 
engineering equipment and buildings. It will continue to maintain 
courses in farm architecture, including the building of country homes, 
barns, cement construction, and possibly school houses; in power 
machinery, motor engines, dairy engineering, rural sanitation, and 
hydraulic engineering for farm purposes. These and other similar 
subjects have scarcely been touched by many of the agricultural 
colleges of the country. 

The plan here outlined leaves undisturbed the following groups of 
subcollegiate students at the agricultural college : Drafting and build- 
ing, 6; power machinery, 75; winter short course engineering, 204; 
engineering summer school students, 75; total 360. Courses of this 
type should not only be continued, but strengthened. With the 
approval of the board of regents advanced instruction in these 
branches might be continued through college courses and proper 
degrees granted upon their completion. At least one agricultural 
college is now granting a degree in agricultural engineering. 
Whether degrees should be given in what, for the lack of a better 
term, has been called " industrial " engineering, the board of regents 
and the faculty may be left to determine. 

Under the plan here recommended only a very small number of 
students taking professional engineering courses such as are offered 



72 STATE HIGHER INSTITUTIONS OP NORTH DAKOTA. 

at the university would be affected — certainly not more than 22, and 
perhaps a much smaller number. 

Indeed, it seems that the agricultural college should be happy 
to see such professional engineering courses as have little or no 
connection with agricultural development transferred to the univer- 
sity and the money thus saved devoted to more promising fields of 
endeavor. As agriculture grows more efficient it will grow more 
complex. The agricultural college will need large sums for extension 
work, for county agricultural agents, for cooperative work with con- 
solidated rural schools, county high schools, and agricultural de- 
partments of normal schools. 1 

Without doubt it would be a waste of public money to maintain in 
North Dakota two colleges of professional engineering covering the 
same fields. Certainly many promising fields, as yet untouched, are 
open to the agricultural college. If it is urged that North Dakota 
needs two schools of professional engineering doing a similar service, 
more compelling reasons could be urged for the establishment of at 
least 10 colleges of agriculture. For every engineer needed in the 
State of North Dakota there is urgent need for at least 100 well- 
trained farmers. North Dakota, however, needs but one college of 
agriculture, but it can, and should be, made an institution of first 
rank. 

AGRICULTURAL ENGINEERING. 

The whole subject of agricultural engineering and rural arts is 
well covered by Prof. L. H. Bailey, formerly dean of the College of 
Agriculture of Cornell University in an article in the " Cyclopedia 
of American Agriculture." 2 The conclusions reached by Prof. 
Bailey are powerfully supported by facts presented in other parts 
of this report. These facts have been gathered by first-hand studies 
undertaken by the commission and may be understood by reference 
to maps and statistical tables. Again and again the commission is 
driven to the conclusion that the paramount problem of North 
Dakota is that of contributing to the health and happiness and pros- 
perity, to the spiritual and intellectual life of the rural people. 

i " There will be established," says Prof. Bailey, " out in the open country, plant 
doctors, plant breeders,- soil experts, health experts, pruning and spraying experts, 
forest experts, farm-machinery experts, drainage and irrigation experts, recreation ex- 
perts, market experts, and many others. There will be housekeeping experts or super- 
visors. There will be need for overseers of affiliated organizations and stock companies. 
These will all be needed for the purpose of giving special advice and direction. We 
shall be making new applications of rural law, of business methods for agricultural 
regions, new types of organization. The people will find that it will pay to support 
such professions or agents as these." 

2 See Appendix IV. 



Chapter VI. 

DEPARTMENTS OF EDUCATION AT THE UNIVERSITY 
AND THE AGRICULTURAL COLLEGE. 



Elsewhere in this report it is urged that the normal schools of 
North Dakota shall limit their efforts to the preparation of teachers 
for the elementary schools of the State, that they shall gradually 
raise their standards to such degree as will enable them to give such 
preparation as should be required of teachers, both in urban and in 
rural elementary schools, that the normal schools now in exist- 
ence should be given additional support, and that others shall be 
established to the end that a sufficient number of teachers may be 
prepared for all the elementary schools of the State. It is the task of 
the university and the agricultural college to give professional j)repa- 
ration for high-school teachers, teachers of special subjects, super- 
visors, superintendents and teachers in normal schools and colleges. 
Some of the graduates of these institutions and more who do a less 
amount of work than is required for graduation will, of course, 
become teachers in the elementary schools, but it should not be con- 
sidered a part of the work of the college or university to prepare 
elementary teachers. The work of this kind now done at the uni- 
versity should be abandoned as soon as the normal schools are able 
to prepare all the teachers needed in the elementary schools of the 
State. 

In addition to a knowledge of subjects taught, which should not 
be less than that represented by graduation from a standard college, 
teachers of j^outh in high schools should have a knowledge of eco- 
nomic, industrial, social, and civic life, an understanding of the 
relation of the subjects they teach to other subjects taught in the 
schools, and a breadth of culture which can be gained best at college 
or university. Principals and supervisors who must formulate, in- 
spect, and direct the work of teachers under their charge, and super- 
intendents who determine policies and administer the business affairs 
of city, county, and State school systems, need no less. 

As elsewhere stated, the increase in the number of high schools in 
the State and the growing desire for better-trained superintendents 
and supervisors may be expected to make a steady demand for from 

73 



74 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

150 to 200 recruits from the university and college annually, at least 
until those entering this field of work remain in it much longer than 
they now do. At the University of North Dakota 208 students were 
enrolled in education during the year 1915-16; of these, 29 were in 
the senior class, 34 in the junior class, 72 in the sophomore class, 66 
in the freshman class, and 7 were classed as specials. During the 
week of April 10-16, 65 of these attended a class in special methods 
in the elementary schools, and it may be supposed that most of these 
were preparing to become elementary teachers. At the agricultural 
college during the same week, 25 were in the senior class in educa- 
tion, 17 in one junior class, 16 in another, and 3 in a class the rank 
of which is not stated. Assuming that all the 29 seniors in education 
at the university and all the 25 at the agricultural college begin work 
as high-school teachers, superintendents, or supervisors in North 
Dakota at the beginning of the next school year, the total will be 
only 54, about 25 per cent of the number needed. Some will, of 
course, come from other States, but it is evident that the number of 
graduates in education from these two schools should be much larger 
than it now is, and that the school of education at the university and 
the department of education at the college should be largely in- 
creased. The interests not only of the high schools and the systems 
of elementary schools of the State, but the interests of the university, 
the college, and normal schools also depend upon it. The better and 
more numerous the high schools, the more numerous and better pre- 
pared will be the students at the higher institutions. 

Certainly the agricultural college might devote a larger amount of 
its funds to this purpose. The Nelson amendment to the Morrill Act, 
increasing by $25,000 the annual appropriation of the Federal Gov- 
ernment to each of the land-grant colleges, provides that these col- 
leges may use a part of this fund for the maintenance of courses for 
the preparation of teachers of agriculture and mechanic arts. The 
Commissioner of Education has interpreted this to include teachers 
of home economics, and has urged that a liberal portion of this fund 
be so used. 

Both the school of education at the university and the department 
of education at the college should have for their use as laboratories 
schools of 12 grades, including both elementary and high schools. 
Such a school should be provided on the campus at each place, or 
arrangements should be made whereby the use of one or more schools 
can be had for this purpose in Grand Forks and in Fargo. 



Chapter VII. 

THE STATE NORMAL SCHOOLS. 



THE SCHOOLS OF NORTH DAKOTA PREDOMINANTLY RURAL. 

In 1910 nine-tenths of the children of school age in North Dakota 
lived in the open country or in villages and towns of less than 2,500 
inhabitants, and were classed as rural in the United States census. 
Three-fourths of them lived outside of any incorporated place. The 
school problem of the State is therefore overwhelmingly a rural- 
school problem. 

A very large majority of the men and women in the rural com- 
munities of the State are engaged directly in farming and in making 
country and village homes. Practically all the remainder of the 
rural population are directly interested in these occupaticns. The 
experiences of the children are almost all connected with the farm, 
and most of the children are looking forward to farming as their 
life work. For them it will be the means of making a living, of 
rendering service to State and society, and of self-expression. In 
so far, therefore, as education is vocational in North Dakota, it 
should, for a large majority of the children, prepare for farming, 
for home making in country, village, and small town, and for intelli- 
gent, joyous living under rural conditions. It would be easy to 
show that out of their rural life and occupations must come also a 
very large part of their cultural education, a very important element 
of which must consist in giving the power of understanding of and 
sympathy with the best in the life of the communities in which they 
live and of which they are a part. 

In this implied plea for a larger amount of instruction in agri- 
culture and home making for boys and girls in the rural schools of 
North Dakota it is not forgotten that those who live in the country 
and till the soil and make the country homes are also citizens and 
human beings, and that country children have the same right as 
have city children to such instruction and training as will prepare 
them for the duties and responsibilities of citizenship, develop most 
fully all their qualities of manhood and womanhood, and enable 
them to enjoy the finest and best in all the life of the world with 
which they may come in contact. Children in the country are not 

75 



76 STATE HIGHER INSTITUTIONS OF NOETH DAKOTA. 

to be trained into mere working cattle any more than children of 
the city are to be made into mere productive machines, however in- 
telligent, for the great industrial plants. It is remembered, how- 
ever, that it is ever more and more important that the great mass 
of country people should be intelligent about the life they live and 
the work they do, and that all education to be most effective must 
come out of and return into the life and work of those to be edu- 
cated — " from life, through life, to life." 

The schools for three-fourths of the children of North Dakota 
must take hold of the life and work of the farm and the open 
country. In them must be taught effectively what country people 
living on and by their farms need to know. But schools are made 
by their teachers, and teachers can not teach effectively that which 
they themselves do not know. Therefore the schools in which 
teachers are prepared must keep definitely in mind the work these 
teachers are to do and use all possible means to prepare them for it. 
In North Dakota they should prepare more than three-fourths of 
their students who are prospective teachers to teach to country 
children the things that as men and women living on North Dakota 
farms and in North Dakota villages they will need to know, and also 
teach them how to organize and manage country schools, not for- 
getting, of course, the needs of the smaller number who will teach in 
the schools of towns and cities. 

RURAL TEACHERS NEED NO LESS PREPARATION THAN CITY TEACHERS. 

It is popularly supposed that teachers in one-room country schools 
need less education and professional preparation than those who 
teach in graded schools of the cities. A brief consideration of the 
facts in the case will, however, show the fallacy of this supposition. 
In the cities the schools are well organized, with expert superin- 
tendents, supervisors, and principals. Paid janitors and expert 
health inspectors look after the heating, lighting, sanitation of 
buildings, and the health of the children. Courses of study are care- 
fully made out by subjects, grades, and years. Children are classi- 
fied by principals, who also assist teachers in their more difficult 
problems of discipline, as they and the special supervisors direct 
and assist them in their classroom work. To the individual teacher 
is assigned a group of children all of one grade, and she is given a 
definitely prescribed kind and amount of work to do, or she may 
be required to teach one or more closely allied subjects in two or 
more grades. If she is weak in one subject or in any one phase of 
school management, she can be given special help in it or be relieved 
of it altogether. For the children and the older people of urban 
communities there are many agencies of education other than the 
schools, such as public libraries, museums, lecture courses, etc. 



THE STATE NOEMAL SCHOOLS. 77 

In the country it is far otherwise. The schools are not so well 
organized, and probably never can be. If the superintendents are 
expert, well educated, and highly trained, which is too often not the 
case, still they can visit any one school very seldom. In most coun- 
ties there are few or no assistant superintendents or supervisors of 
special subjects. From the nature of the case, there can be no super- 
vising principal in the one, two, or three teacher school. Frequently 
there is no trained janitor or expert health inspector. The teacher 
must be her own janitor, health inspector, truant officer, principal, 
supervisor, and to a large extent her own superintendent. She must 
organize and manage her own school, and teach unaided all the sub- 
jects to all the children in all the grades. If she fails in any par- 
ticular, the failure can not be made good by anyone else. There 
are fewer educational agencies for children and older people in the 
country than in the city, and the function of the country school 
should, therefore, be much larger than that of the city school needs 
to be. The need for power of leadership in the country teacher is 
correspondingly greater than the need for such power in the city 
teacher. 

NEED OF EQUAL PREPARATION FOR ALL SCHOOLS. 

If there is need for well-educated, well-trained, and experienced 
teachers in the schools of one community there is equal need for such 
teachers in all communities. If the State taxes all the property and 
all the people of the State for the entire or partial support of all the 
schools of the State to the end that the State may have intelligent, 
virtuous, self-supporting citizens, then the State must require every 
community to put into its schools teachers who are prepared to do 
their work in such way that the money raised through the taxes of 
the people of the State may not be wasted and the State defrauded 
in the character of its citizenship. 

If the people of all communities contribute to the support of the 
normal schools and other schools in which the teachers are prepared, 
then they have a right to demand that teachers be prepared in such 
way and in such numbers that there may be properly prepared teach- 
ers for the schools of each and every community and that no com- 
munity may find it necessary to fill its schools with incompetent 
teachers at the risk of the loss of their money and the time and oppor- 
tunity of their children. The State that assumes the responsibility 
of educating all its children at public expense must assume the 
accompanying responsibilities of determining standards of prepara- 
tion for its teachers and of providing the means and opportunity of 
preparation for all the teachers needed in all its schools to the extent 
that they are not prepared elsewhere and by other means. Other- 
wise, the State is open to the charges of injustice and folly. 



78 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

NUMBER OF TEACHERS. 

In 1913 there were in North Dakota 171,872 children of legal school 
age. The rate of increase for the period of three years preceding 
1913 was 11 per cent. At the same rate there should be approxi- 
mately 190,700 children in 1916. In 1913 there were enrolled in the 
public schools of the State 142,434 children, and in approved private 
schools 2,611, a total of 145,045. Of these, 7,998 were in high-school 
grades. The total number of schools maintained in that year was 
5,298, of which 464 were graded and 4,834 ungraded. Most of these 
ungraded schools were one-teacher schools. The total number of 
teachers employed was 7,911, of whom 7,396 were in elementary 
schools and 515 in high schools. The increase for the two preceding 
years was: Total, 342; elementary, 287; high schools, 55. At the 
same rate of increase there would be now (1916) a total of 8,253; 
elementary, 7,683 ; high schools, 570. Most of the high-school teach- 
ers are in cities and towns, since the development of the high schools 
in these began earlier and has gone forward much more rapidly than 
in the country, but a very large majority* of the elementary teachers 
are in the rural schools and a still larger proportion of these are in 
ungraded one-teacher schools. 

Since the rural schools have been distributed more or less evenly 
over the entire area of the State, and since the average enrollment in 
these schools is very small (only 16 to a teacher), future increase of 
rural population will not necessitate an equal increase in the number 
of rural elementary teachers. With proper care in guarding against 
an unnecessary increase in schoolhouses, and with due regard to the 
possibilities and advantages of consolidation, there will be need for 
very few more rural elementary teachers until after the rural 
population has become fully twice as large as it now is. But the 
movement for rural high schools has just begun, and the number of 
high-school teachers needed may be expected to increase more rapidly 
than the population. Indeed, it should and no doubt will come about 
within the next two decades, that there will be high schools within 
reach of all, and that a large majority of boys and girls of high-school 
age will attend them. There is now a definite movement in this direc- 
tion in all parts of the United States, and nowhere stronger than in 
the West. For many years the increase in the number of elementary 
teachers in North Dakota has been far less in proportion than the 
increase in population, while the increase in the number of high- 
school teachers has been more than that of the population. For the 
five years 1911-1915, inclusive, the increase in the number of ele- 
mentary teachers was a little less than 2 per cent, while the increase 
in number of high-school teachers was nearly 36 per cent. The in- 
crease in population from 1910 to 1915 is estimated at 23.6 per cent 
(United States census). 



THE STATE NORMAL SCHOOLS. 



79 



NUMBER OF NEW TEACHEES NEEDED ANNUALLY. 

In response to a questionnaire sent to all elementary and high- 
school teachers in the State 4,981 replies were received and tabulated. 
Of those reporting 3,068 were rural teachers, 1,913 teachers in cities 
and towns. The average age of rural teachers reporting was 23 
years, of teachers in cities and towms 28 years. The average time the 
rural teachers had been teaching was two years, city and town teach- 
ers 5.6 years. This indicates that approximately one-half of the rural 
teachers at the beginning of each school year are new and wholly 
inexperienced, while only about one-fifth of the teachers in urban 
communities are new. The summary of replies to the questionnaire 
reveals other facts of such general interest and such value to this 
discussion that it is inserted here. (Tables 15-17.) 





Table 


15.- 


—Birthplaces of teachers. 1 




North Dakota- 






1,635 


Nebraska 


57 


Minnesota 






1,107 


Other States 


234 


Iowa 






412 


Canada 


87 








575 




43 


Indiana 






221 


Sweden 


__ ' 17 


Illinois 






154 


Germany 


20 


South Dakota . 






169 


Other countries 


41 


Michigan 






90 








Ohio 






78 


Total reporting 


__ 4, 981 


Kansas 






41 








Table 16 — 


-Occupations of fathers of teachers. 1 




Farmer 






3,078 


Teacher 


51 


Merchant 






306 


Lawyer 


40 


Laborer 






272 


Physician 


35 


Contractor 






177 


Lumberman 


34 


Clergyman 






118 


Banker 


32 


Railroad man_ 






118 


Other occupations 


535 








79 
54 






Blacksmith 






Total reporting 


4,981 


Grain buyer___ 






51 






1 Based on replies from 4,981 t 


eaehers. See also Appendix X. 





80 STATE HIGHER INSTITUTIONS OP NORTH DAKOTA. 

Table 17. — Rural teachers and city teachers compared? 



Rural 

teachers. 



City 

teachers. 



Number of teachers reporting 

Average age reported years. 

Average monthly salary in 1915-16 

Number who were bom in country 

Number who were born in city 

Amount of schooling: 

Graduated from eighth grade only 

Had 1 year of high school only 

Had 2 years of high school 

Had 3 years of high school 

Had 4 years of high school 

Normal school 

College 

Teachers' certificates: 

Second grade elementary. 

First grade e" 

Professional. 
Sex of teachers: 

Male. 



Female 

Average number of years' experience in teaching. 
Average number of pupils enrolled 



3,068 

$56. 39 

2,191 

877 

121 
339 
449 
403 
1,501 
241 
14 



621 

257 

462 

2,606 

2 

16 



7 
16 

220 

1,070 

560 



1,640 

413 

1,500 

5.6 

34 



1 Teachers employed in schools located in communities having a population of 2,500 or over are classified 
as "city teachers;" all others are classified as "rural teachers." 

With teachers whose average age is 23, more than half being below 
this age, an average experience of less than 18 months of teaching, 
nearly half having had less than four years of high-school educa- 
tion, few having had any appreciable amount of professional train- 
ing, and fewer still any definite preparation for the specific work 
which the country schools should do, the character and efficiency of 
the rural schools of the State must be far below the standards which 
all who are interested in the welfare of the State would like to see 
maintained ; and little improvement may be expected until the condi- 
tions affecting teachers are much better than they are now. The 
points of attack for the improvement of the schools must be found in 
the raising of standards of requirements for the preparation of 
teachers and in providing the means for this better preparation. 

No doubt most of the rural teachers quit teaching after one or two 
years of service because of their lack of preparation, their conse- 
quent lack of interest in their work, and their failure to attain suffi- 
cient success to create an interest in it. Many of them come from 
other States in which they have received whatever preparation for 
teaching they may have, but this type of teacher immigration will 
naturally grow less as the State grows older. Therefore, even with 
the longer terms of service which will come with the better prepara- 
tion of teachers, the State must expect to have to furnish from its 
own schools approximately 1,000 elementary teachers and from 150 
to 200 high-school teachers annually for many years to come. There 
will also be a demand for an increasing number of trained superin- 
tendents, principals, supervisors, and teachers of special subjects, 
such as drawing, music, agriculture, and domestic science. 



THE STATE NORMAL SCHOOLS. 



81 



REASONABLE STANDARDS OF PREPARATION. 

As already pointed out, the teachers in rural schools need no less 
ability, knowledge, and skill than teachers in city schools. For 
teachers in its elementary schools a rich and progressive State like 
North Dakota should demand as a minimum preparation gradua- 
tion from a standard four-year high school and two full years of 
normal-school work, and it should encourage those preparing to 
teach in its elementary schools in the country to take still another 
year of normal-school preparation. It should require of teachers in 
its high schools graduation from its university or agricultural col- 
lege, with a reasonable amount of pedagogical training. For super- 
intendents and supervisors of special subjects should be chosen those 
who by their success as teachers have shown their fitness for such 
work, and who, after having gained experience as teachers, have 
fitted themselves by further study in university or college or by inde- 
pendent or prescribed study, as provided in the " Summary of rec- 
ommendations and conclusions," for the work of administration and 
expert supervision. Of course full equivalents should be accepted 
in all cases. (See recommendation 27, ch. 12.) 

The State should require of its rural teachers, both in elementary 
and high schools, such knowledge of rural life and rural industries 
as will enable them to inspire and direct the life of rural communities 
and to teach boys and girls the things they will need to know as 
men and women living and working in the country. It should also 
require of them the qualities of leadership necessary to enable them 
to assist in organizing, vitalizing, inspiring, and directing the life 
of rural communities. Policies of administration should be adopted 
looking toward longer terms of service and less moving of teachers 
from one school to another. 

Table 18. — Preparation of teachers in North Dakota. 



Amount of preparation. 



Rural and city 
teachers. 



Rural teachers. 



College 

Normal school 

High school, 4 years 
High school, 3 years 
High school, 2 years 
High school, 1 year. 
Eighth grade 

Total 



574 
1,311 
1,721 
441 
465 
346 
121 



11.5 
26.3 
34.5 
8.8 
9.3 
6.9 
2.4 



14 
241 
1.501 
403 
449 

121 



0.4 
7.8 
48.8 
13.1 
14.6 
11.0 
3.9 



100.0 



560 
1,070 



29.2 
56.4 
11.5 
1.9 



46136°— Bull. 27- 



82 



STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 



PRESENT STANDARDS. 



The investigation referred to and other evidence at hand show that 
standards of preparation of teachers in North Dakota are at present 
far below those just set forth ; see Table 18 and figure 11. Of the 3,068 
rural teachers responding to the questionnaire, 121 have had only 



o 

o o 
O O 

h 



Z K 
X UJ 













i 






1 






l 




M 

V/, 


1 




i 


1 


2 


i 


1 




<r> co «*j o 
-dob 






»a ss 88 Sk *e 

5> r> §> £g 




S a 



2 2 

o £ 



elementary school education and no professional training, except such 
as they may have gained by brief attendance on a summer school; 
1,191 have had one, two, or three years of high-school education; 
1,501 have had four years of high-school education; 241 have had 



THE STATE NORMAL SCHOOLS. 83 

some professional normal school training; 14 have spent some time 
in college. Fewer than one-twelfth (8.2 per cent) have had more 
training than that represented by four years in high school. 

Those reported as having one, two, or three years in high school 
have had little or no professional training. Probably a good propor- 
tion of those who have had four years of high school have had some 
professional instruction in the last year of the high school, since many 
of them come from States in which " teacher training " is given in the 
last year of some of the high schools. It is quite certain that most 
of those reporting normal-school training have had only one year 
above the high school. 

It is therefore safe to say that less than 5 per cent of teachers in 
the rural schools of the State have had such preparation as would 
be required by the standards assumed herein as being desirable and 
reasonable. Another indication of this is found in the fact that of 
the 3,068 rural teachers reporting, 2,190 held second-grade elemen- 
tary certificates, 621 held first-grade certificates, and 257 held pro- 
fessional certificates. (See Table 19 and fig. 12.) The standard of 
requirements for the second-grade elementary certificate is indicated 
by the fact that it is given to those who, having graduated from the 
eighth grade of the public schools of North Dakota, take the 10^ 
months' course in the normal schools of the State. Just what mean- 
ing is to be attached to graduation from the eighth grade of ele- 
mentary schools taught by teachers most of whom have had only 
the preparation and experience indicated above must be quite 
indefinite. 

That the low grade of preparation of the teachers is not due wholly 
or chiefly to laxness in examination, but to the want of a sufficient 
number of persons having the necessary preparation, is shown by 
the fact that at the four examinations for elementary certificates 
announced by the board of examiners in 1913, out of a total of 4,067 
applicants, 460, or 11 per cent, received first-grade elementary cer- 
tificates; 1,606, a little less than 40 per cent, received second-grade 
elementary certificates; and 2,001, or 51 per cent, failed in one or 
more subjects. 

With teachers in city and town schools the case is much better. Of 
the total of 1,911 reporting, only 61 have had less than four years in 
high schools, 220 have had four years, 1,070 have had normal-school 
training, and 560 have had college training. Nearly seven-eighths 
(85.6 per cent) have had more preparation than that represented by 
four years in high school. (See Table 18 and fig. 11.) Only 23 hold 
second-grade elementary certificates, 248 hold first-grade elementary 
certificates, and 1,640 hold professional certificates. (See Table 19 
and fig. 12.) 



84 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

Table 19. — Certificates held by North Dakota teachers. 



Grade of certificate. 


Rural and city 
teachers. 


Rural teachers. 


City teachers. 




Number. 


Percent. 


Number. 


Percent. 


Number. 


Per cent. 




1,897 

869 

2,213 


38.1 
17.4 
44.4 


257 

621 

2,190 


8.3 
20.2 
71.3 


1,640 
248 
23 


85.8 








1.2 






Total 


4,979 


100.0 


3,068 


100. 


1,911 









PEOPLE OF NOETH DAKOTA WILLING TO PAY. 

That the people of North Dakota believe in public education is 
shown by the magnitude of expenses for this purpose which they 



Certificates Held By Publ 
North Dakota-. 


c School Teachers 
I9IS-I6 




RURAL TEACHERS 


CITY TEACHERS 




/ \ FIRST GR N. 
/ \ 20.2 % \ 






/ \ s^ 63 \ 1 

1 \/professional\ / 


PROFESSIONAL 
85.8% 




J 1 




'»" >r> 


\ SECOND GRADE / \ 
\ 7 ' 3 / \ 


\ FIRST SR / 
\ ,Z-9 / 



Figure 12. 

Nearly three-fourths (71.3 per cent) of the rural teachers hold the lowest grade of 
certificate which will permit them to receive public money for teaching school, while 
nearly seven-eighths (85.8 per cent) of city teachers hold professional certificates. 

have permitted in a State so new. Two years ago the total value 
of public-school property, as reported by the State superintendent 
of public instruction, was nearly ten and a half million dollars, 
equal to about 4 per cent of the assessable property of the State, 
and the total amount expended. for the support of public schools 
was more than six millions, a larger amount per capita of adult male 
population than in any other State but one, and the State was ninth 
among the States in amount spent per capita of children" of school age. 
Since the people willingly make these comparatively large expendi- 
tures for schools, it must be assumed that they desire the fullest 



THE STATE NORMAL SCHOOLS, 85 

possible returns for their money, and that they agree with Supt. 
Taylor's statement that the time has come when the people have a 
right to demand that those who offer themselves as public-school 
teachers shall be thoroughly qualified for their work. Certainly 
they should not employ those who are not qualified. 

TEACHERS' CERTIFICATES IN NORTH DAKOTA. 

The legal provisions governing the certification of teachers in the 
public schools of North Dakota, as set forth in the Compiled Laws 
of 1913, and amended by chapter 130 of the Laws of 1915, are as 
follows : 

Sec. 1359. Certificates.. — There shall be four regular grades of certificates 
issued by the board of examiners. * * * 

(1) The second-grade elementary certificate. 

(2) The first-grade elementary certificate. 

(3) The second-grade professional certificate. 

(4) The first-grade professional certificate. 

Sec. 1360. Second-grade elementary certificate. — The second-grade elemen- 
tary certificate shall be granted to those persons over 18 years of age who are 
found proficient in the following subjects: Reading, arithmetic, language and 
grammar, geography, United States history, physiology and hygiene (including 
physical culture), civil government, pedagogy, and any one of the following- 
named subjects: Music, drawing, agriculture, nature study, domestic science, 
manual training: Provided, That the board of examiners may, in their discre- 
tion, specify which of the above subjects may be required. The proficiency of 
the applicants in spelling and writing will be determined from the papers sub- 
mitted by the applicants. The second-grade elementary certificate shall be 
valid for two years in any county in the State when recorded by the county 
superintendent of schools. It shall qualify the holder to teach in any grade in 
rural and graded schools up to and including the eighth grade, and may be 
renewable by the county superintendent of schools under rules prescribed by 
the board of examiners. 

Sec. 1361. First-grade elementary certificate. — The first-grade elementary cer- 
tificate shall be granted to those persons over 20 years of age who have had at 
least eight months' experience in teaching and who, in addition to those sub- 
jects required for a second-grade elementary certificate, are found proficient in 
elements of psychology and four of the following subjects of secondary grade : 
Elementary algebra, plane geometry, physics, physical geography, botany, the 
elements of agriculture, nature study, manual training, domestic science, and 
American literature. The first-grade elementary certificate shall be valid for 
three years in any county in the State when recorded by the county superin- 
tendent of schools. It shall qualify the holder to teach in any grade in any 
school in the State up to and including the eighth grade and in the ninth grade 
of schools doing not over one year of high-school work, and may be renewable 
by the county superintendent of schools under rules prescribed by the board of 
examiners. 

Sec. 1362. Second-grade professional certificate. — The second-grade pro- 
fessional certificate shall be granted to those persons who are at least 20 years 
of age and who have had at least nine months' experience in teaching and have 
the qualifications necessary for a first-grade elementary certificate, and who 



86 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

In addition are found proficient in the following subjects of advanced grade: 
(1) Psychology; (2) the history of education ; (3) the principles of education ; 
(4) school administration; (5) methods in elementary subjects; (6) rhetoric 
and composition; (7) American or English literature; (8) Ancient, English, 
or American history; (9) some one natural science (which may include agri- 
culture) ; (10) higher algebra, solid geometry, manual training, or domestic 
science. The second-grade professional certificate shall legally qualify the 
holder to teach in any of the common, graded, or high schools of the State, 
except in the high-school departments of schools doing four years of high- 
school work. It shall be valid for a period of five years and shall be renewable 
in the discretion of the board for a period of years or for life. 

Sec. 1363. First-grade professional certificate. — The first-grade professional 
certificate shall be granted to those persons who have substantially the equiva- 
lent of a college education, and who have had at least 18 months' experience in 
teaching. They shall have all the qualifications necessary for a second-grade 
professional certificate and, in addition thereto, be found proficient in the 
following subjects : (1) Foreign language; (2) a natural science other than the 
one presented for the second-grade professional certificate; (3) ethics, logic, 
or sociology; (4) political science, economics, or domestic science; (5) any two 
subjects of college grade listed for the second-grade professional certificate and 
not previously offered by the applicant. The first-grade professional certificate 
shall qualify the holder to teach in all the common, graded, and high schools 
of the State, and shall be valid for five years or for life. 

Sec. 1364. Special certificates. — The board may grant special certificates 
authorizing the holders to teach in any of the common, graded, or high schools, 
(1) drawing, (2) music, (3) kindergarten, or (4) primary subjects, to teachers 
holding at least a second-grade elementary certificate. Special certificates to 
teach (1) agriculture, (2) commercial subjects, (3) domestic science, or (4) 
manual and industrial training in the common, graded, or high schools of the 
State may be issued to applicants who possess qualifications equivalent to those 
required for a second-grade professional certificate. The applicant for a special 
certificate must satisfy the board by examination or otherwise of his proficiency 
in the Subject which the holder is authorized to teach. Special certificates 
shall be valid for such a term- of years as the board shall prescribe. 

Sec. 1365. Diplomas accredited. — (1) The diplomas granted on the completion 
of the four-year curriculum of the teachers' college of the University of North 
Dakota shall be accredited as a first-grade professional certificate for two years, 
and after the holder has had nine months' successful experience in teaching, 
satisfactory evidence of which having been filed with the board, such diploma 
shall entitle the owner to a first-grade professional certificate for life. 

(2) The diploma from the advanced or five-year curriculum of the State 
normal schools, or its equivalent, the two-year curriculum for high-school 
graduates, shall be accredited as a second-grade professional certificate for 
two years, and after the holder has had nine months' experience in teaching, 
satisfactory evidence of which having been filed with the board, such diploma 
shall entitle the holder to a second-grade professional certificate valid for life. 

(3) The diploma from the four-year curriculum of the State normal schools 
or its equivalent, the one-year curriculum for high-school graduates, shall be 
accredited as a professional certificate of the second grade for two years, and 
after the holder has had nine months' successful experience in teaching, satis- 
factory evidence of which having been filed with the board, shall entitle the 
holder to a second-grade professional certificate, valid for five years, which 
certificate shall be renewable in the discretion of the board. 



THE STATE NORMAL SCHOOLS. 87 

(4) The certificate of completion issued by the State normal schools to those 
who complete the 10| months' curriculum of the State normal schools shall 
entitle the holder to a second-grade elementary certificate. 

Sec. 1866. Other diplomas accredited. — Diplomas from institutions within or 
without the State shall be accredited, and professional certificates issued 
thereon upon the following basis: (a) The bachelor's diploma from a college 
of recognized standing shall be valid for a period of two years, after its pre- 
sentation to the board, as a first-grade professional certificate : Provided, That 
the diploma implies at least two-year courses, or 16 semester hours, of profes- 
sional preparation for teaching, or in lieu of such professional study that the 
holder of the diploma has had three years' successful experience in teaching 
or in administering schools after receiving such diploma ; and after the holder 
has had nine months of successful experience in teaching, after the presentation 
of such diploma, satisfactory evidence of such experience having been filed 
with the board, he shall be entitled to a first-grade professional certificate 
which shall be valid for five years and which shall be renewed for life upon satis- 
factory evidence of successful experience of five years. 

(6) The diploma or certificate from institutions whose curriculum is the 
equivalent of the four-year or the five-year curriculum of the State normal 
schools shall be valid for two years as a second-grade professional certificate : 
Provided, That the diploma or certificate implies at least two-year courses, or 
16 semester hours, of professional preparation for teaching or, in lieu of such 
professional study, that the holder of the diploma has had three years of suc- 
cessful experience in teaching or in administering schools after receiving such 
diploma; and after the holder of such diploma has had nine months of success- 
ful experience in teaching after receiving such diploma, satisfactory evidence 
of such experience having been filed with the board, he shall be entitled to a 
second-grade professional certificate valid for five years or for life, respectively. 

Sec. 1367. Permits. — A college graduate without experience or the required 
professional preparation may, for reasons satisfactory to the board, be granted 
a permit or probationary certificate, valid until such time, not to exceed six 
months, as shall be set by the board for his examination of the professional 
subjects, when, if successful, he may be granted a certificate, valid for a term 
of years or for life. Permits to teach till the next regular examination may be 
granted by the county superintendent of schools to any person applying at any 
time other than the regular examination who can show satisfactory reasons for 
not attending the previous examination and satisfactory evidence of qualifica- 
tion, subject to the rules and regulations of the board. 

Sec 1369. High-school diplomas. — Diplomas from North Dakota high schools 
doing four years' work, granted to graduates who have had psychology, school 
management, methods of instruction, and three senior review subjects, shall 
be accredited as second-grade elementary certificates; and if within two years 
from the date of the diploma the holder has had at least eight months' success- 
ful experience in teaching he. shall be entitled to a first-grade elementary cer- 
tificate. 

Sec 1872. Qualifications of teachers. — No certificate or permit to teach shall 
be issued to any person under 18 years of age, and no first-grade elementary 
certificate to any person who is under 20 years of age and who has not taught 
successfully eight months of school. First and second grade elementary certifi- 
cates may be renewed without examination under such requirements as shall be 
imposed by the State board of examiners. The certificates issued by the State 
board of examiners shall be valid in any county in this State when recorded 
by the county superintendent of schools. 



88 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

Sec. 1373. Teacher must hold certificate to be recorded. — No person shall 
be employed or permitted to teach in any of the public schools of the State, 
except those in cities organized for school purposes under special laws or 
organized as independent districts under the general school laws, who is not 
the holder of a lawful certificate of qualification or a permit to teach, and no 
teacher's certificate issued by the State board of examiners nor a teacher's 
diploma granted by any institution of learning in this State shall entitle a 
person to teach in such public school of any county unless such certificate or 
diploma shall have been recorded in the office of the county superintendent of 
the county in which the holder is engaged to teach, and it shall be the duty of 
the county superintendent to record such certificate or diploma. 

DISSATISFACTION WITH PRESENT CONDITIONS. 

That the people also believe that as a rule teachers in the rural 
schools are not qualified for the work they should do is indicated 
by replies received by the survey commission in response to questions 
sent to several hundreds of persons representing all classes and condi- 
tions of life in North Dakota. A majority of those who in these 
replies expressed opinions concerning rural schools and rural teach- 
ers thought that few competent teachers are to be found in the rural 
schools of North Dakota ; that these teachers for the most part are 
not rural minded; that they have little knowledge of the needs of 
rural schools or ability to supply these needs ; that they have little 
professional knowledge of teaching and frequently little ability in 
school organization and discipline ; that as a rule they are incapable 
either of building up good country schools or of rendering much 
helpful service to country communities. Many of them also ex- 
pressed the opinion that better schoolhouses should be provided; 
that homes should be built for the teachers: that efforts should be 
made to secure better attendance ; and, finally, that the normal schools 
have failed to train adequately or in sufficient numbers teachers for 
rural schools. 

ESTABLISHMENT OF NORMAL SCHOOLS. 

North Dakota is one of the richest States in proportion to popula- 
tion in the Union, and may therefore be considered as able to pro- 
vide fully for the support of such schools as may be necessary for 
the adequate preparation of all the teachers needed in its schools. 
That the people of the State understand the importance of this is 
shown by the fact that in the constitution adopted in 1889 they pro- 
vided for three normal schools and an industrial school and school for 
manual training which has since become a normal school. The v nave 
recently amended the constitution to admit the establishment of a fifth 
normal school. Provision has also been made for the professional 
preparation of teachers in the State university and the State agri- 
cultural college. The three normal schools are located by the consti- 
tution at Valley City, in the county of Barnes; Mayville, in the 



THE STATE NOBMAL SCHOOLS. 



89 



county of Traill; and Minot, in the county of Ward. The in- 
dustrial school and school for manual training, now the normal and 
industrial school, is at Ellendale, in the county of Dickey. 

To the school at Valley City was apportioned 50,000 acres of public 
lands; to the school at Mayville, 30,000 acres; and to the school at 
Ellendale, 40,000 acres. The school at Minot has received no lands 
from State or Federal Government. For the further support of these 
schools the State granted a fairly liberal mill tax. In 1913 the mill- 
age for these schools was as follows : Valley City, fifteen hundredths 
of 1 mill; Mayville, twelve hundredths of 1 mill; Minot, thirteen 
and one-half hundredths of 1 mill ; Ellendale, seven hundredths of 1 
mill. By the session laws of 1915 a fixed amount of taxes levied upon 
all the property of the State was substituted for the millage tax for 
the support of State institutions. Of this fixed amount, the following 
sums were apportioned to the several normal schools: Valley City, 
$46,200; Mayville, $36,960; Minot, $41,580; Ellendale, $21,600. The 
total income of the schools for the year 1914-15, as shown in Table 
36, page 143, was: Valley City, $120,192.96; Mayville, $61,779.86; 
Minot, $54,533.36; Ellendale, $48,197.20. For the average number 
and grade of students enrolled this is not an illiberal support, as 
compared with normal schools in other States. Table 20 shows that 
the values of buildings and equipment are about as large as the aver- 
age for such schools throughout the country. But the schools must 
have more equipment and larger annual incomes before they can do 
fully and well the work which will be demanded of them when the 
standards of preparation for teachers recommended in this report 
have been adopted by the State. 



Table 20. — Per capita cost of maintenance of State normal schools in certain 
States, 1913-14. 

[Based on reported number of students enrolled, excluding duplications, and total income; Annual 
Report of Commissioner of Education, 1914, vol. 2, Ch. 6, pp. 364, 370.] 





Schools 
report- 
ing. 


Aggre- 
gate num- 
ber of 
students. 


Total income reported. 


States. 


Amount. 


Average 

per 
school. 


Average 

per 
student. 




9 

8 
4 

10 
6 
5 
3 
6 
6 


4,456 
3,985 
1,239 
2,801 
7,840 
4,166 
4,612 
6,461 
4,628 


$1,465,962 
1,056,244 
279,976 
608, 451 
1,186,840 
559, 878 
488, 7S7 
599, 105 
223, 345 


S162, 8S4 
132,030 
69, 994 
60,845 
197,806 
111,975 
182, 787 
93,184 
37, 224 


S329 
265 
225 
217 
151 
134 
106 
86 
48 




















Total... 


57 


40, 188 


6,428,588 


112,782 


159 




North Dakota: 

In 1913-14 » 


4 
4 


2,759 
2,725 


464,090 
284, 703 


116,022 
71, 175 


168 
104 


In 1914-15» 





'From reports to the survey commission. 



90 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

THE NORMAL AND INDUSTRIAL SCHOOL AT ELLENDALE. 

Because of the fact that the school at Ellendale began its work 
as an industrial school and school for manual training, and has 
accumulated valuable equipment for work of this kind, and because 
of the peculiar needs of the people of the section which it serves 
directly, it should probably continue for the present to give instruc- 
tion in these subjects in its regular and short courses for other than 
prospective teachers, but it should look to the discontinuance of 
work of this kind as the high schools of this section are more fully 
developed. It should, of course, cease at once to function as a local 
high school for the town of Ellendale. State funds appropriated 
for the support of schools for the use of the State as a whole should 
not be diverted to local use. This school, which has the necessary 
equipment for it, might, it is believed, well give a very few strong 
courses for teachers of industrial subjects, but it should not be per- 
mitted to let either of these phases of its work interfere with its 
regular work as a normal school for the preparation of teachers 
for the elementary schools of the State. To perform successfully 
this double or triple function this school will need a much larger 
income than it now has. It should immediately make some arrange- 
ment for practice teaching for its students. It might possibly 
arrange for the use of the elementary schools of the town of 
Ellendale for this purpose, as the school at Mayville has arranged 
for the use of the schools of that town. 

Further discussion of this school is included in the following 
general discussion of normal schools. 

COURSES OF STUDY. 

The normal schools of North Dakota are authorized by law to' offer 
the following courses : 

1. A 10^-months course, known as the rural course, for graduates 
from the eighth grade of the public schools. Those who complete 
this course are entitled to a second-grade elementary certificate. 

2. A four-year course for graduates from the eighth grade of the 
public schools. 

3. A five-year course for graduates from the eighth grade of the 
public schools. 

4. A one-year course for graduates from four-year high schools. 

5. A two-year course, known as the advanced or standard course, 
for graduates from four-year high schools. 

6. Several special two-year courses for graduates from four-year 
high schools. These special courses are intended for training teachers 
and supervisors for such special subjects as drawing, music, domestic 



THE STATE NORMAL SCHOOLS. 91 

science, manual training, agriculture, and commercial courses. One | 
school has given diplomas in 11 different special subjects. 

Equivalents are accepted for admission in lieu of graduation from 
the eighth grade and from the four-year high schools. 

In the beginning only courses 1, 2, and 4 were offered. Other 
courses were added later. Course 2 offers approximately three years 
of academic high-school work, supposed to be equivalent to four years 
of such work in the public high schools of the State and one year of 
professional work. Course 3 offers approximately four years of 
academic work, supposed to be equal to four years of high-school 
work and one year of advanced work and one year of professional 
work. Course 4 is made up principally of professional work. Course 
5 is made up of approximately one year of academic work and one 
year of professional work. Courses 2 and 4 are supposed to have 
equal value and lead to graduation with a " first elementary " diploma 
which is accredited by the State as a professional certificate of the 
second grade, good for two years and renewable under certain condi- 
tions. 1 Courses 3 and 5 have equal value and lead to graduation with 
an " advanced " diploma, which is also accredited as a second-grade 
professional certificate, good for two years and renewable for life 
under certain conditions. 2 . The two-year special courses offer one 
year of professional work and one year in the special subjects taken. 
Graduates from these courses receive a special diploma and seem to 
have the same privileges as to certification as do those who take the 
regular advanced course. 

GEADE OF STUDENTS. 

In the year 1915-16 more than 60 per cent of the students in the 
four schools were in classes of high-school grade. Less than 40 
per cent, including those in the fourth year of the four-year course 
for eighth-grade graduates, were doing work in advance of the four- 
year high-school course. In two of the schools there were a few 
students below high-school grade. Apparently more than two- 
thirds of all students enter the normal schools with less than the 
preparation indicated by graduation from four-year high schools. 
These students average little more than 16 years of age. Graduates 
from accredited high schools and those entering with equivalent 
preparation average about 20 years. Nearly all graduates from the 
normal courses are students who have completed courses 2 and 4 and 
have received elementary diplomas. 

Only at Valley City has there been any considerable number of 
graduates from courses 4, 5, and 6, and here the number of graduates 
from these courses has been only 14 per cent of the total from all 

iSee sec. 1365 (3), p. 86. 2 See sec. 1365 (2), p. 86. 



92 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

courses. Less than 10 per cent of the total number of graduates 
from all the schools have taken these courses. The president of the 
school at Mayville reports no advanced or special pupils and de- 
clares that it is useless to offer either of these courses or to make any 
attempt to give the training needed for rural school teachers as long 
as the certification laws of the State remain as they are. The presi- 
dent of the school at Minot reports only five or six in these courses. 

Valley City— ^ 

£, j 9,06<, ll.VtO ! 17,195 , 9S58 |-„. j |S,eS9 | l<.,7*9 V 

>=t : BURKE -.J . _ I AnrriHF.il I _ — : BiWJ : nu . dc-hoi*. 1 



SUBKe Huenuille! WTTINEAlt : >0LETie :».»»* j CAVALIEO 



5.T20 £ r ' '--r -i-.- i-^T 



i L.. 

~\ /5\ j 5HEB10AH j WEU.8 r 

!*& j dj> j (§2> i 



O I b'N ^— ^•'•, /5\ J SHEBPOAN j WEU.8 j J. sia j 5,174 j 7,«I6 j ll,»*S 

I 5,302 j 4 '„ / \JJ j /«> j /S^k I FOilER I """"OS I STEELE '. TBAIU. 

u «,... ! \ltL i ®| ® LSL-.1 © >. © S © 



j j iuvu,*?./ (308r j Si962 J , 8 ,i 8 9 i l8|06 6 ! 

J. «T— — t | W;. , US1 _ E ,* L „,„„„ I, jiutsmam I, e„ HE , h 

U.S04 i \ ^r-sc • i (Cs i ., ..•„...'■'! 



\© !©! <§> i >fe i © 



.-._.._._ J, zs,289 \ j_ j i._Srt=T— L - 

UOT/rv j hetoboer j M0BT0 " J""" j 6 ",68 T ,0 ' TX ' i ' '»i«£l 1 



KV-^Q "° ux \ ® j ""^ 



Figtjhe 13. — Distribution of resident students enrolled in the State normal school at 
Valley City, including summer-school students, 1914-15. See Table 31, p. 136. 

The figures above the county name in each case give the population in 1910. At that 
date the population of Golden Valley County (later subdivided into Golden Valley, 
Billings, and Slope Counties) was 10,186 ; and the population of Morton County (later 
subdivided into Morton and Sioux Counties) was 25,289. 

The figures inclosed in the circle in each case indicate the number of students from 
the county who are enrolled at the State normal school at Valley City. 

This institution drew 958 students from 48 of the 52 counties in North Dakota (of 
whom 31.2 per cent came from Barnes County) and 110 from without the State; total, 
1,068. 

Four counties, outside of Barnes County, sent more than 30 students each to Valley 
City ; Minnesota sent 72. 

It is evident that these normal schools are now practically only high 
schools with an additional year of study of elementary psychology, 
history of education, methods of teaching, etc., and some practice 
teaching under supervision. A study of attendance maps, figures 
13-16, and Table 21, shows that they are very largely local high 
schools for the counties in which they are located and the adjacent 
counties. Indeed, the school at Ellendale has been providing two 
years of high-school work for the town at the expense of the State, 
thereby relieving the town of the expense of providing high- school 
facilities for its own children beyond the second year. 



THE STATE NORMAL SCHOOLS. 93 

Table 21. — Local attendance at normal schools. 



Normal schools. 


Students 

from 

within 

the 

State. 


Students 
from 

county 
in which 
school is 

located. 


Percent- 
age of 
local 

attend- 
ance. 




357 
958 
288 
183 


162 
299 
211 
95 


45.4 




'31.2 




73.2 




51.9 






Total 2 


1,786 


767 


42.9 







i Figures include students in summer session and institute. 

2 Figures include students in summer session and institute at Valley City, but not at the other schools. 



Mayville 



I "r""' :7,MO i ■'.•"»> | 9,558 | eqR , | 15,659 « •i./'M 

L *u"ice HneNviLLe! bottujeau : B0LEm : B - a " j cavalier i pembin 

S 8 „, l^ I. l7i627 l. f .-.4 r -J IS, 199 \ WALSH , 




Figure 14. — Distribution of resident students enrolled in the State normal school at 
Mayville, exclusive of summer session, 1914—15. See Table 31, p. 136. 

The figures above the county name in each case give the population in 1910. 

The figures inclosed in the circle in each case indicate the number of students from 
the county who are enrolled at the State normal school at Mayville. 

This institution drew 357 students from 24 of the 52 counties in North Dakota (of 
whom 45.3 per cent came from Traill County) and 28 from without the State ; total, 385. 

Only 9 counties, outside of Traill County, sent more than 7 students each to Mayville ; 
Minnesota sent 14. 

GRADUATES OF THE NOEMAL SCHOOLS. 

The total number of graduates of all kinds from all the schools up 
to the time of this survey is reported as 2,703, of whom approximately 
1,575 are now teaching, and approximately 1,250 of these are teach- 
ing in North Dakota. 1 Thus after a quarter of a century from the 

1 These figures are based on the supposition that the percentage of graduates from 
the school at Mayville and the percentage of those graduates now teaching in North 
Dakota are approximately the same as for the other three schools. 



94 



STATE HIGHER INSTITUTIONS OP NORTH DAKOTA. 



opening of the first of these State normal schools, the number of 
graduates of the grade indicated who are teaching in the schools of 
the State is equal to about one-sixth of the total number of teachers 
employed in the schools. As shown elsewhere in this report, prac- 
tically all these graduates are teaching in city and town schools. The 
number (366) graduated from the four schools in 1914-15 was 
about one-eighth of the total number of new teachers employed in 
the State the following year. It is about one- third the number of 
the elementary teachers that the State will probably have to supply 
annually from its own schools when the more stable conditions are 
realized, which will be brought about by the slackening in the tide 



14,234 



Mjnot, 

» 1 A? 



j 9.SS8 j 8,963, j IS.659 



S.720 

Mckenzie 



1 "S^. f'WlLLE (K>TT,«CAJ j R<) LETTC- i CAVALIER 

h_.-._.j._ .© L r--K.i_._._.! j--— T-r/ 

v f— - ■— ■>—•— - • , 1 1 . ! 

h--» ,u . 40« i I • 4,eoo i 



® , 

Id 



) 

Is 

r — ' 

J 5,302 



Lll, 



814 t, 



14,496 

I Mclean , 

c^i® | <. ®s 

r~3.S77 v.j 13 a«» ! 

| OLIVER \ 



\j&SZXZm 






|,087 



5,962 



i i cl,ve» r- ■"•"" j-*— j 



25.289 



rw' 



i — 

s^ 9.796 

(' Emmons 
, I 
\ 
I 



6.168 



.,274 j »,•!• j I2.S4S 

0.BI0Q9 i ETEELE > T"AIU. 
|_J_J^-. 

| 18.066 I 33,93, 

•l BARHEI S «A» 

I 1 

J. , — -1- • — 

j I0.34S ! 

' 19,6 59 



E 



r@i 



Figure 15. — Distribution of resident students enrolled in the State normal school at 
Minot, exclusive of summer session, 1914—15. See Table 31,- p. 136. 

The figures above the county name in each case give the population in 1910. 

The figures inclosed in the circle in each case indicate the number of students from 
the county who are enrolled in the State normal school at Minot. 

This institution drew 183 students from 20 of the 52 counties in North Dakota (of 
whom 51.9 per cent came from Ward County) and 19 from without the State ; total 202. 

Only three counties, outside of Ward County, sent more than 10 students to Minot ; 
Minnesota sent 11. 



of teacher immigration, which must surely come in a few years, and 
the longer average term of service which will result from better 
preparation of teachers. 

Of course, these figures do not represent all the service which the 
normal schools have rendered and are now rendering to the schools 
of the State. Every year many young men and women go out, not as 
graduates, but from the lower classes of the normal schools to be- 
come teachers, especially in the rural schools. The general educa- 
tion of these is far below the standards which should be set for 
teachers in the schools, and of professional training they have had 



THE STATE NORMAL SCHOOLS. 95 

practically none. Also through their summer schools the normal 
schools give valuable help to many teachers already in service. 

THE TASK OF THE NORMAL SCHOOLS. 

This statement of facts is not made for the purpose of condemning 
the policy or the management of the normal schools in the past, 
and no adverse criticism of trustees or presidents is implied. 1 These 
schools have been serving pioneer communities in a new State under 
frontier conditions and have had to adapt themselves to the condi- 



Figure 16. — Distribution of resident students enrolled in the State normal and industrial 
school at Ellendale, exclusive of summer session, 1914-15. See Table 31, p. 136. 

The figures above the county name in each case give the population in 1910. 

The figures inclosed in the circle in each case indicate the number of students from 
the county who are enrolled at the State normal and industrial school at Ellendale. 

This institution drew 288 students from 20 of the 52 counties in North Dakota (of 
whom 73.2 per cent came from Dickey County) and 42 from without the State ; total, 
330. 

Only 2 counties, outside of Dickey County, sent more than 8 students to Ellendale ; 
South Dakota sent 23. 

tions as they existed. Very naturally also they have followed the 
example of similar schools in other States. It would have been folly 
for them to attempt to impose standards of preparation for admis- 
sion which the schools of the State could not meet or to attempt a 
type of work which the public sentiment of the State did not ap- 
prove. The question is now, however, not of the past, but of the 
present and future. 

1 The commission wishes to express its appreciation of the spirit of service and devo- 
tion which it found to exist in all these schools, and of the high character of work they 
seem to be doing under present adverse conditions. The respects wherein they fail of 
rendering the service now needed by the State are due to the changing conditions and 
needs which must accompany the rapid transition through which the State is now 
passing. 



96 



STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 



As has already been pointed out, under the most favorable con- 
ditions which can reasonably be expected the State must train for 
its elementary schools 1,000 or more teachers every year. More than 
four-fifths of these will be needed in the rural schools. The normal 
schools are the proper agencies for training these teachers, and to 
this task they should devote themselves wholly and with all their 
energy and resources, resisting every temptation, however alluring, 




Figure 17. — Distribution of consolidated schools in North Dakota. 

The number of consolidated schools grew from 114 in 1911 to 401 in 1916. The 
chief causes of growth, according to .the State inspector of consolidated schools, were : 
(1) State aid ; (2) educational campaign. 

• Town (250). 

■ Open country (151). 

Total, 401. 

to attempt any other task until this has been accomplished fully and 
well. Their courses of study should be adapted to this end, and all 
appropriations made to them should be made with the understanding 
that they may be used only for this purpose. Of course, some of the 
graduates may, by their native ability and through study at home 
and elsewhere, fit themselves for teachers of high-school grades con- 
nected with the elementary schools and even for work requiring still 
greater preparation, but this need not affect the work of the normal 
schools in any way. The consensus of the best opinion among school 
officers supports this view. 1 

1 The survey commission submitted to the chief school officers of the several States 
of the Union this question : " What in your opinion should be the function of the 
normal school, the training of teachers for the elementary schools or the training of both 
elementary and high-school teachers ? " A large majority of these chief school officers 
replied that in their opinion the normal schools should attempt to prepare teachers 
only for the elementary schools until that task has been accomplished, and that in 
agricultural States they should make it their chief concern to prepare teachers for the 
elementary rural schools. The report of the Survey of the Educational Institutions of 
the State of Washington (Educ. Bull. No. 26, 1916) points out that practically all the 
normal schools of the older States confine themselves to the task of preparing teachers 
for their elementary schools. 



THE STATE NORMAL SCHOOLS. 97 

The standards of admission to the normal schools should be raised 
gradually, so that after the year 1923 graduation from a standard 
four-year high school or its equivalent shall be required for admis- 
sion and two or more years of study shall be required for graduation, 
as set forth in the conclusions and recommendations included in 
this report. (See recommendation 22, ch. 12.) 

The changing conditions of the State and the multiplication and 
standardization of high schools 1 now going on will soon make pos- 
sible the higher standards of education without prejudice to any, 
and the sentiment of the State will beyond doubt approve the higher 
requirements' for graduation and the changes in the laws for certifi- 
cation which, of course, should accompany pari passu the raising of 
the standards of the normal schools. 

WILL EtTBAI, SCHOOLS PAY? 

It may be objected that the country schools will not pay sufficient 
salaries to entice and hold better-prepared teachers; but in answer 
it may be stated that the per capita wealth of the rural communi- 
ties in North Dakota, as in many other Middle Western States, is 
larger than that of the urban communities, that living is cheaper in 
the country than in the city, that the purchasing power of salaries 
in the country is proportionately greater than that of salaries in the 
city, and that the State now pays its rural teachers much better 
than it pays its city teachers in proportion to their education, pro- 
fessional training, and experience, and it pays absolutely more per 
pupil taught. 

In rural schools for teachers of an average age of 23 years, with 
one, two, three, or four years of high-school education, half as many 
having had only elementary school education as have had normal- 
school training, with an average of two years of experience and 
teaching an average of only 16 children, the average salary is $56.39 
a month. In urban schools for teachers of an average age of 28 
years, 85 per cent of whom have had normal school or college training, 
with an average of 5.6 years' experience and teaching an average of 
34 children, the average salary is $82.58 a month. 2 The average per 
child for teachers' salaries in the rural schools is $3.40, in urban 
schools $2.43. As the population in the rural schools grows more 

1 In a letter of Sept. 24, 1916, to the survey commission, N. C. MacDonald, State in- 
spector of consolidated, graded, and rural schools, states that in 1915-16 there were in 
the State 60 schools with a four-year high-school course, 90 with a three-year high-school 
course, 120 with a two-year high-school course, and 60 with a one-year high-school course, 
total 401, an increase of 252 per cent in five years. Of these, 250 were in towns, 151 
in the open country. For distribution see map of consolidated schools in North Dakota, 
Fig. 17. 

2 See Table 17, p. 80. 

46136°— Bull. 27—17 7 



98 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

dense, as school officers learn to consolidate their schools and build 
homes for teachers, and as teachers better prepared for the work of 
teaching in the country schools and for inspiring and directing 
country life can be had, the absolute difference in salaries may be 
expected to grow much less than it now is. It is not solely because 
of the larger salaries and the greater attractiveness of city life that 
teachers seek positions in city rather than country schools. In 
doing this they are influenced also by the better organization and 
the greater division of work which make the tasks of the teacher 
simpler and easier in the city than in the country. It is quite certain 
that if teachers had the kind and degree of preparation needed to 
assure success as teachers and leaders in country communities, many 
of the ablest of them would prefer to work in the country schools. 

HOW CAN DEMANDS BE MET? 

Assuming that these ideals are to be met, that the State is to 
have well-prepared teachers in all its schools, urban and rural, that 
rural teachers are to have preparation in harmony with the work 
they should do, and that the normal schools of the State are to fur- 
nish approximately 1,000 elementary teachers each year, what will be 
necessary to enable them to meet the demands ? 

BY RAISING STANDARDS. 

By raising the standards for admission to graduation from an 
accredited four-year high school, or its equivalent, by eliminating 
their lower classes, and by concentrating their energies on two or 
three years of work of real normal school grade, the schools now in 
existence may be able to send out a larger number of graduates each 
year than they now do. Last year the total enrollment in these 
schools was 2,725. The enrollment for the three regular terms was : 
Fall, 1,113; winter, 1,354; spring, 1,154. The number present during 
the week of April 10-16, 1916, was 1,139— at Valley City, 539; at 
Mayville, 234; at Minot, 206; at Ellendale, 190— which is probably 
about the average weekty attendance for the year. Under the present 
plan of organization these students were spread over practically six 
years in some of the schools and seven years in others, counting the 
10| months rural course as different from the first year of the four- 
year and five-year courses. As a result, there was much duplication 
and much waste of time of teachers because of very small classes. 

BY ELIMINATING SPECIAL COURSES. 

The situation may be helped also by eliminating to a very large 
extent the special courses, in which few students are enrolled, and 
which add considerably to the number of very small classes. After 



THE STATE NORMAL SCHOOLS. 



99 



all there is not much need of specialization in the preparation of 
teachers for elementary schools in a State so uniform in character 
as is North Dakota. The work of all elementary teachers is very 
much alike, except as it varies from city to country. It might easily 
be shown that much of the demand for specialization is based on 
false theory. Superintendents and supervisors should, as has already 
been pointed out, be chosen from those who have had experience as 
teachers and who have afterwards done advanced and special work 
in college or university or elsewhere. The few teachers of special sub- 
jects needed in the elementary schools might easily all be prepared in 
one normal school, or each school might add to its regular courses one 
such special subject. It would be much cheaper for all those wishing 
to specialize in any particular subject to go to the school in which 
that subject might be offered than to attempt to duplicate such 
courses. 

That the demand for these courses is not great is shown by the fact 
that at Valley City, where they have been developed most fully, the 
number of students taking any one of them is very small. 

Table 22. — Graduates in special courses, Valley City, 1910-1915. 



Courses. 


1910 


1911 


1912 


1913 


1914 


1915 


Total. 




4 
1 
1 
1 

1 


4 




5 


4 
3 


4 
2 
1 
17 

1 

7 

...... 






7 








2 




7 
1 


11 
4 
1 
1 


10 

8 

...... 


32 
3 

1 
5 
2 
1 


78 








4 














2 












1 












3 
















Total . 


8- 


14 


17 


26 


51 


36 


152 








128 
5 


133 

4 


129 
12 


97 

19 


118 
13 


152 
18 


757 




71 








141 


151 


158 


142 


182 


206 


980 







Table 22 shows that in 10 special courses there have been only 152 
graduates since these diplomas were first given in 1910. The num- 
ber of graduates from the elementary course, and the " standard " 
two years' course (for high-school graduates) for the same years, 
1910-1915, are given for comparison. From these figures it appears 
that the number of graduates of the nine special courses, 152, is 
only 15.5 per cent of the total number of graduates for the period 
in question, 980, and only 9.4 per cent of the total number of gradu- 
ates of the institution from the beginning, 1,603. It will be noted 
that the number of graduates from the nine special courses for the 
six years is just equal to the number of graduates from the ele- 
mentary course in 1915, namely, 152. The number of graduates for 



100 



STATE HIGHER INSTITUTIONS OP NORTH DAKOTA. 



the " standard " two years' course, 71, is only 7.2 per cent of the total 
number of graduates for the six years, 980. 

In Ellendale the numbers of graduates in the special courses from 
1901 to 1915 have been as indicated in Table 23 : 

Table 23. — Graduates, by cot'.rses and years, Ellendale, 



Courses. 


Total. 


1001 


1902 


1903 


1904 


1905 


1900 


1907 


1908 


1909 


1910 


1911 

5 
3 

12 

2 


1912 

11 

11 
8 
2 


1913 

I 


1914 



8 
8 


1915 




59 
63 
100 
15 
2 


"3' 


2 

3 
7 


2 
"3' 


3 
2 
8 
3 


3 
4 
6 

1 


2 
2 
5 
2 
1 


1 
.... 


4 
4 
8 
1 


2 
3 
6 


4 
12 


. 









13 












1 
































Total 


239 
106 


3 


12 





10 


14 


12 


2 


17 
5 


U 
5 


21 

11 


22 ! 32 
13 1 15 


23 ! 23 

10 ! 20 


ffi 




V 




















Total, all courses ' 


345 ! 3 

1 


12 


6 


10 


14 


12 


2 


22 


10 


32 


35 47 


33 43 


.52 



1 Counted more than once, 44 

It is also worthy of note that a majority of those who have been 
prepared at Ellendale to teach manual training courses have gone to 
other States. Few have found positions in North Dakota schools. 
Possibly there should be a greater demand for manual training 
teachers in the schools of North Dakota, but it must not be forgotten 
that the first duty of the normal schools is to their own State. Of 
the total number of graduates of this school (88) who are now 
teaching, more than half (45) are teaching in other States than 
North Dakota. 

Certain other subjects, as Latin and German and ancient history, 
taken by very few students might also be eliminated, unless the new 
conditions should produce a greater demand for them. The school 
at Mayville did drop Latin and German from its curriculum in 1913. 
It may be well for some normal school students in North Dakota to 
study these subjects while preparing to teach in the elementary 
schools, but it is far more important that all should have full op- 
portunity for the best instruction in those subjects that have to do 
directly with their future work. The work done in these subjects is 
of high-school grade and may well be relegated to the high schools 
as they develop. 

BY ELIMINATING SMALL CLASSES. 

Reports of class attendance at Valley City for the week of April 
10-16, 1916, Table 40, show a class in singing with only 4 students, 
a class in commercial law with 3 students, a class in mathematics with 
1 student, one class in Latin with 3 students and another with 2, a 
class in German with 4 students, a class of 3 in manual-training 
methods, two classes of 3 each in mechanical drawing, a class of 1 in 
copper work, a class of 2 in physical education methods, a class of 4 



THE STATE NORMAL SCHOOLS. 101 

in hygiene and sanitation (a subject which should be required of all 
who are preparing to teach). From Ellendale are reported three 
Latin classes. I, II, and III, of 1, 6, and 2 students, respectively, a 
class of 4 in "preparatory history." From Valley City 21 classes 
are reported as having 5 students or less, from Mayville one class, 
from Minot two, from Ellendale eight, though the average attend- 
ance in all classes of these schools was 18.8, 21.4, 24.4, and 12.7, re- 
spectively. 

The 29 classes of 5 students or less at Valley City and Ellendale 
held during the week 124 meetings, with an aggregate attendance 
of 476 students, an average of only 3.8 students. In the higher 
classes of college, or in graduate work in university, conditions of 
this kind may not be objectionable, but certainly they should be 
avoided, if possible, in the normal schools of a State in which these 
schools are turning but less than one-eighth as many graduates each 
year as are needed to fill vacancies in the schools, and in which less 
than 10 per cent of the teachers in the rural schools have had more 
than a high-school education, and less than 8 per cent have had any 
professional normal-school training. The more important things 
should come first. 

On the other hand, there are many classes in all these schools and 
especially in the schools at Valley City and Minot much larger than 
they should be. During the week referred to there were at Valley 
City 47 meetings of classes with from 40 to 49 students; at Minot, 25; 
at Mayville, 6 ; at Ellendale, 5. Of meetings of classes of 50 or more 
there were at Valley City 11; at Minot, 11; at Mayville, none; at 
Ellendale, none. The 94 class meetings of 40 or more students held 
at Valley City and Minot, during the week of April 10-16, had an 
aggregate attendance of 4,817, an average of 51.2, or 13.5 times as 
many as the average at meetings of classes of 5 or less at Valley City 
and Ellendale. 

BY NARROWING VERTICAL AND HORIZONTAL SPREAD, ENLARGING SCHOOLS, AND IN- 
CREASING NUMBERS. 

By narrowing both the vertical and the horizontal spread of their 
work, the four normal schools now in the State, which in April, 1916, 
had an attendance of 1,139, might well care for an average attend- 
ance of 1,600 students and graduate 650 annually from courses two 
and three years above the high school. For this they should have 
somewhat larger appropriations than they now have, but these the 
State can well afford. The normal school recommended to be estab- 
lished at Dickinson and a sixth school that should be established 
sooner or later somewhere in the western half of the State to help 
in meeting the needs of the people of that section, which is increas- 



102 



STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 



ing rapidly in population, will, if established and maintained on a 
liberal scale, soon be able to turn out 300 graduates. The remaining 
teachers who will be needed according to estimates made herein may 
well come from the educational classes of the university and agri- 
cultural college and from the private colleges of the State. 

No attempt should be made to increase the attendance at the 
normal schools much beyond the numbers they would have with the 
total attendance indicated above. There are fairly well-defined lim- 
its to the number of students which can be taught to advantage in 
a normal school under the conditions which obtain in North Dakota. 
To quote from the report of the survey of the educational institutions 
of the State of Washington made by the Bureau of Education : 

There is a very definite limit to the number of students that can be taught 
to best advantage in the last year of the normal school. During his last year 
every student should teach under critical supervision at least an hour a day 
throughout the entire year, under conditions as nearly as possible like those 
which must be met in the schools of the State. As a rule, the opportunities 
for such practice teaching can not be multiplied indefinitely. For this and 
many other reasons the normal school should not be a large school. * * * 
In the normal schools of western European countries the attendance is limited. 1 
When more teachers are needed the State establishes more schools, instead of 
increasing beyond desirable limits the attendance at the schools already in 
existence. In this country those States in which a similar policy is pursued 
appear to be more effectively served by their normal schools. 



Table 24. — Enrollment in non-State colleges — Students of collegiate rank. 





Collegi- 
ate. 


Graduate. 


Profes- 
sional. 


Total. 




1912. 


126 
71 
31 

131 
40 
12 

157 
44 
37 


4 










71 












1913. 






131 








40 




3 




15 




1914. 




157 












s 




37 




1915. 










56 














56 











BY ADJUSTING WORK FOR RURAL TEACHERS. 



Since four-fifths of the teachers prepared in normal schools should 
find their places in the rural schools, their courses of study should 
be made to conform to the needs of country teachers. This should 
not mean the elimination of many subjects now offered or a less 



The usual attendance is about 100. 



THE STATE NORMAL SCHOOLS. 103 

amount of them. It should mean, however, strengthening the courses 
in agriculture, horticulture, home making, and rural economics, 
strengthening the courses in physics, chemistry, and biology, and 
giving to them a more practical application to country life. It 
should mean such a treatment of all subjects and such a redirection 
of all work as to make students intelligent about rural life and 
occupations and to develop in them rural mindedness of the best 
type. It should also mean stronger courses in school organization 
and management, to give to students that power of independent 
action indispensable to success in rural-school work. Special effort 
should be made also to develop in students the power of community 
leadership which rural teachers should have. 

Fortunately, these changes would better fit the schools also for 
the work of training teachers for the grades in the city schools. It 
is fundamental knowledge of this kind which they most need to start 
with. With it they may soon gain the necessary special knowledge 
of grade work, much of which may also be gained in the practice 
departments of the normal schools. It should also be remembered 
that much of the life of North Dakota cities and towns is rural and 
agricultural in its character and interests. 

NEW SCHOOLS IN WESTERN PABT OF STATE. 

Need of more normal schools in the western part of the State is 
shown by the fact that although 40 per cent of the total population 
of the State in 1910 was in the half west of a line drawn between 
the counties of Rolette, Pierce, Wells, Kidder, Logan, and Mcintosh 
on the east and Bottineau, McHenry, Sheridan, Burleigh, and Em- 
mons on the west, and although the increase in population in this 
part of the State has been more rapid in the last five years than in 
the eastern half, and although, because of the distinctly rural char- 
acter of this section, the number of teachers needed is larger in 
proportion to the population, still only 25 per cent of the students 
enrolled in the normal schools in 1915, including those in the summer 
session, were from this section of the State. From the 13 counties 
southwest of the Missouri Eiver, with 11.4 per cent of the population 
in 1910, and a larger per cent in 1915, come only 7 per cent of the 
total number of normal-school students. 

SHOULD NOT BECOME " COLLEGES." 

When the normal schools have, as" recommended, extended their 
courses to two and three years beyond high-school graduation they 
should not undertake to do any work of a higher grade than that 
required for their certificate or diploma. The argument frequently 
advanced that, the faculty already being engaged, a few students may 



104 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

be taken for advanced work with little or no additional cost is fal- 
lacious. Instructors should not attempt more work than they can 
do well. If they have time and energy not needed for the work 
they are already doing, this time and energy should be used in teach- 
ing more students rather than for a few students who might have 
better advantages elsewhere. 

None of these schools should attempt to become a " teachers' col- 
lege." There is no need for such an institution in North Dakota 
apart from the university and the agricultural college, and. will 
probably not be for a half century yet, if ever. Neither should 
the normal schools attempt to become junior colleges, doing two 
years of academic work paralleling the academic work of the uni- 
versity or the agricultural college. Their legitimate work is the 
preparation of teachers for elementary schools, and they should 
hold to this, making their courses of study and adapting their 
methods of instruction to this end. If, after having taught a year 
or more, any of their graduates should wish to enter the university 
or the agricultural college of North Dakota, or similar institutions 
elsewhere, their earnestness, their greater maturity, and such study- 
ing as they may have done after leaving the normal school will quite 
certainly gain for them such advanced standing as they should have. 

HELP FOR TEACHERS IN SERVICE. 

When the recommendations looking to the establishment of higher 
and more definite standards of the academic and professional train- 
ing of all public-school teachers in the State have been adopted the 
State must in justice to all those already in its service as teachers 
provide opportunity for them to meet the new requirements. This 
can be done by dividing the State into extension-service districts, 
one for each normal school, and requiring each normal school to 
organize for its district an extension service of such character as 
may be needed to enable teachers in service to meet the new de- 
mands and with special reference to the needs of the particular 
district. The extension service recently established by the State 
Teachers College of Iowa illustrates what is meant and might well 
be taken as a model. 1 

1 The principal features of the Iowa system of normal-school extension, which is one 
of the best conceived and most successful, are as follows : 

It is exclusively aimed to supplement the previous training of teachers. To this end, 
study centers are organized in as many localities as possible (94 out of 99 counties now 
have them). Meetings are held on Saturdays, usually at high-school buildings, and under 
the direction of the county superintendent of schools. About four hours in the morning 
and afternoon combined are devoted to the weekly sessions. Heads of departments at 
the State Teachers* College, and specially qualified local teachers, city superintendents, 
and other persons conduct instruction at these centers. The whole extension enterprise 
is under a director who is a member of the staff of the State Teachers' College. The 
subject matter studied comprises the usual subjects of the school curriculum. 



THE STATE NORMAL SCHOOLS. 105 

For the next decade the summer schools for teachers held at 
the normal schools and elsewhere should maintain special classes 
for these teachers. 

Graduation from a normal school or any other school, however 
good, is no guarantee that the graduate will finally succeed as a 
teacher. Therefore the practice of granting to graduates a life 
license to teach or a certificate which may be exchanged for a life 
license automatically after one or two years of service should be 
abandoned. Before being granted a life license to teach in the 
schools of the State, the graduate should prove both ability to teach 
and willingness and ability to carry forward cultural and profes- 
sional studies without the constant oversight of teachers and other 
school helps. 

ADVANCED WOEK FOE GKADLTATES. 

Therefore, for all students who leave the normal schools with 
any kind of certificate or diploma which may be accepted as a license 
to teach in the schools of the State, the board of regents or the State 
board of education should, with the assistance of the presidents of 
the normal schools and the heads of the departments of education 
in the university and the agricultural college, prepare such courses 
of study, including both professional and cultural (scientific and 
literary) subjects, as may be completed within a period of three 
years by devoting to them not less than 10 hours per week for 10. 
months in each year. Examinations on portions of these courses 
should be held from time to time, and no person should be granted 
a permanent license to teach in the public schools of the State until 
after he has passed the final examination on all courses prescribed. 
The final examination should be passed not earlier than two nor 
later than five years after the time of leaving the normal school. 

State, county, and city superintendents and supervisors should 
be required to give special attention to young teachers who are pur- 
suing these prescribed courses of study and who have not yet been 
granted a permanent license to teach. Before granting a permanent 
license to any teacher there should also be required a specific state- 
ment from some qualified superintendent, supervisor, or inspector, 
that the teacher has taught satisfactorily not less than 16 months in 
the schools of the State, and this statement should be accompanied 
by a detailed record of work done, showing its excellence and its 
defects, in the last eight months. 

A similar policy should, of course, apply to teachers entering the 
service from other States and from other schools than the State nor- 
mal schools of this State. The first license granted to any such 



106 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

teacher should be a temporary license, and a permanent license 
should be granted in the same way as for the graduates of the State 
normal schools of this State. This policy should not prevent the 
adoption of any policy looking to the full accrediting of certificates 
or licenses issued in other States on the basis of requirements not 
below the standards of this State. 

MINIMUM SALARIES. 

To encourage young men and women of the best native ability to 
prepare themselves for and to enter and remain in the work of teach- 
ing in the schools of the State, the State should, when the standards 
of admission to and graduation from the normal schools have been 
adopted and when provisions have been made for continued study 
as recommended, fix by law minimum salaries for teachers holding 
normal school certificates and for teachers holding normal school 
diplomas, the difference between the minimum salaries of the two 
classes being such as may seem to be justified by their different de- 
grees of preparation, and it should provide for a definite increase in 
minimum salaries of both classes of teachers when they have com- 
plied with the requirements for and have been granted permanent 
licenses. Such a law should be made to apply to teachers from other 
States and from other schools of this State, and should not be so 
construed as to discriminate on the one hand against teachers from 
the State normal schools or on the other hand to discourage good 
teachers from other States and schools from entering the service of 
this State. 

PRACTICE SCHOOLS. 

The practice school is the laboratory and training ground of the 
normal school, and it is most important that every normal school 
should have one or more such schools under its control. The prac- 
tice school should be large enough to afford all students in the last 
year of their course in the normal school opportunity to teach at 
least an hour a day in classes of sufficient size to give experience in 
class management as well as in teaching subjects. This seems to be 
the case now with all the normal schools of North Dakota except the 
one at Ellendale, which as yet has no practice school. But the prac- 
tice schools of all, except for a rural ungraded school used by the 
normal school at Mayville, are of the city-school type. Each of the 
normal schools should make some arrangement by which it may have 
the control of three or four or more rural schools for use as practice 
schools. If possible, some of these rural schools should be one- 
teacher schools, while others should be consolidated schools. 



THE STATE NORMAL SCHOOLS. 107 

RURAL-SCHOOL COURSE. 

In the raising of standards of admission to the normal schools the 
10^ months' course now maintained for the training of teachers of 
rural schools, and to which students are admitted from the eighth 
grade of the public schools, will necessarily be abolished in the year 
1918, as it should be. The State superintendent, the presidents and 
faculties of the normal schools, and educated men and women in the 
State agree in admitting that this course is unsatisfactory. Condi- 
tions in the State which called for its establishment have passed 
away. Its continuance under the title of " rural-school course " 
serves chiefly to keep alive the idea that teachers in rural schools 
need much less preparation than teachers in city schools. 

TEACHERS IN NORMAL SCHOOLS. 

Attention is called to the importance of scholarship and maturity 
of experience on the part of those who undertake the education and 
training of teachers. Not only do they need thorough scientific 
knowledge, but it is most important that they shall have such 
experience with elementary schools as will give them practical knowl- 
edge of their problems and their methods of work. The number of 
young and inexperienced instructors in normal schools should be re- 
duced to the lowest possible minimum. Some of the schools of this 
State have, it appears to the commission, altogether too many in- 
structors of this type. Of 100 instructors of all grades in the four 
normal schools, only 3 have the doctor's degree, only IT have the 
master's degree, and 80 per cent have no degree showing evidence of 
work beyond that of the undergraduate in college or normal school. 

In the practice of employing assistants at low salaries the several 
schools differ widely. The school at Mayville reports no assistant 
instructors. To obtain and retain the services of such instructors as 
the work of the normal school demands will require a higher scale of 
salaries than that which now obtains. There is at none of these schools 
a fixed schedule of salaries, but the average of salaries varies from 
$1,692.08 at Mayville, $1,383.13 at Minot, and $1,360 at Valley City, 
to $1,081.58 at Ellendale. Under present conditions in North Dakota 
it is believed that an average salary of $2,000 would not be un- 
reasonable. 

SHOULD EXCLUDE GENERAL STUDENTS. 

The normal schools were established and are maintained " to pre- 
pare teachers in the science of education and the art of teaching for 
the public schools of the State." They should therefore exclude general 
students and refrain from establishing commercial courses and other 
courses not needed for their purpose. 



108 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

TEACHEB TRAINING IN HIGH SCHOOLS. 

In some States, because of the failure of the normal schools to send 
teachers to the rural schools, the policy has been adopted of main- 
taining teacher-training classes in the high schools for the purpose of 
preparing teachers for the elementary schools, and North Dakota has 
adopted this policy to some extent. These classes serve a useful 
purpose temporarily, but they should be continued only until such 
time as the normal schools can prepare teachers in sufficient numbers 
for all schools. Reasons have already been given why rural teachers 
should have as extensive and thorough preparation as city teachers. 
Also there can be no justice in taxing all the people for the support of 
normal schools for the preparation of teachers for city schools only 
or chiefly, and then levying on country people another tax for the 
purpose of giving an inferior kind of preparation to the teachers 
of their schools. 1 

1 Dr. Coffman dissents from some of the considerations implied in this paragraph. 



Chapter VIII. 

THE STATE SCHOOL OF FORESTRY AND THE STATE 
SCHOOL OF SCIENCE. 



THE NEED FOR SPECIAL STATE SCHOOLS OF LESS THAN COLLEGE 

GRADE. 

Rural high schools in North Dakota are of very recent develop- 
ment, and neither in these nor in the elementary schools are agri- 
culture, farm mechanics, and subjects pertaining to rural home 
making taught except in a very meager way. For this reason there 
are now in the State, and must be for many years to come, many 
boys and girls and young men and young women who are to live 
in the country and engage in the pursuits of farming and home 
making who have had little or no opportunity for instruction in 
the principles and practices of these subjects, an understanding of 
which must be so vital to their success and happiness. 

Even if good high schools could be established at once in all rural 
communities of the State, thousands of these persons are too old 
to be expected to attend the high schools and take the regular high- 
school courses for the sake of the little time which they might be 
permitted to devote to these practical subjects. Only the largest 
high schools could, as high schools are now organized, afford to offer 
opportunity for a sufficient amount of work in these subjects to take 
most of the time of any groups of students even for five or six 
months a year. Most of these persons, though of college age, are 
not prepared to enter college. Therefore opportunity for them to 
get any systematic and practical instruction in these subjects must 
come through schools organized for this particular purpose. 

There is almost as much need for some special provision by which 
many young men and young women between the ages of 18 and 25, 
living in villages and small towns, may have an opportunity to at- 
tend for a few months in the year schools in which boys may be 
taught in a practical way carpentry, tinning, plumbing, and other 
forms of wood and metal work, steam fitting, the care and repair of 
gas engines, etc., and in which young women may be taught home 
making and the principles and practices of the occupations open for 
women in these communities. 

109 



110 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

These schools should admit, boys and girls 16 years old and over 
who have completed elementary-school courses, and more mature 
young men and young women of even less school preparation. For 
the convenience of those boys and young men who must work on the 
farm during the spring and summer, the schools should offer short 
winter courses and courses of six months, as is now done in the agri- 
cultural schools of Minnesota and some other States and in the agri- 
cultural school of the North Dakota Agricultural College. For those 
girls and young women who can attend such a school more con- 
veniently in the summer months, short courses and longer courses of 
four and a half or five months should be offered. The school should 
be opened for both sexes both winter and summer. 

The survey commission believes the State School of Forestry, at 
Bottineau, and the State School of Science, at Wahpeton, should be 
reorganized on this basis and for these purposes. The school at Bot- 
tineau might well place most emphasis on agricultural subjects; the 
school at Wahpeton on mechanical and industrial subjects. Neither 
of these schools should undertake work of college grade in any of 
these subjects now nor until the State has become much more populous 
and the attendance at the State agricultural college has become much 
larger than it now is. When these conditions shall have come about, 
it may be found advisable for one or both of these schools and similar 
schools, which in the meantime may have been established in other 
parts of the State, to extend their courses so as to include one or two 
years of college work. 

Although the practical subjects of farming and homemaking 
should take a much larger portion of the time and energies of students 
in these schools than in the regular high schools, their interest and 
work should not be limited entirely to these subjects. There should 
be systematic instruction in the elements of physics, chemistry, and 
biology as a basis for the more immediately practical work, and in 
literature, history, civics, and civil government for inspiration and 
direction in the duties of life and citizenship, but there should be no 
attempt at teaching foreign languages, ancient or modern. Many of 
the people of North Dakota who remember the so-called folk high 
schools and the agricultural schools of the Scandinavian countries 
from which they have come will understand at once the value of 
schools of this kind. 

It is believed that schools organized on this basis and maintained 
liberally for these purposes would be largely attended, and that they 
would accomplish much good. In a State in which the great ma- 
jority of farmers own and manage their own farms, as in North 
Dakota, and where there are few tenants and few large farms man- 
aged for absentee landlords, there is more need for schools of this kind 



THE NEED FOR SPECIAL STATE SCHOOLS. Ill 

than in States in which there are many tenants and many very large 
farms worked by hirelings directed by managers. 

THE NORTH DAKOTA SCHOOL OF FORESTRY. 

In the constitution of North Dakota (art. 6, sec. 216), adopted 
in 1889, provision is made as follows for the establishment of a school 
of forestry or some other institution somewhere in the group of 
counties constituting the north central part of the State : 

Fourth. The School of Forestry, or such other institution as the legislative 
assembly may determine, at such place in one of the counties of McHenry, 
Ward, Bottineau, or Rolette, as the electors of the said counties may deter- 
mine by an election for that purpose to be held as provided by the legislative 
assembly. 

The election was held on November 6, 1894, and resulted in the 
location of the School of Forestry at Bottineau, in the county of 
Bottineau. The school was opened January 7, 1907. 

By an act approved March 19, 1907, the legislative assembly set 
forth the object of the school as follows : " To furnish the instruction 
and training contemplated in an agricultural high school, emphasiz- 
ing those subjects that have a direct bearing on forestry and horti- 
culture." 

By an act approved March 11, 1913, the legislative assembly 
further provided that : 

The president of the School of Forestry shall have general supervision of 
the raising and distribution of seeds and forest-tree seedlings as hereinafter 
provided ; shall promote practical forestry ; compile and disseminate informa- 
tion relative thereto, and publish the results of such work by issuing and dis- 
tributing bulletins, lecturing before farmers' institutes, associations, and other 
organizations interested in forestry, and in such other ways as will most 
practically reach the public. (S. L. 1913, art. 10, sec. 1679a.) 

There shall be established in connection with the State School of Forestry 
and under the direction of the State forester a forest-tree nursery for the 
propagation of seeds and forest-tree seedlings, which shall be best adapted 
to the climatic conditions of this State. For such purpose the board of trustees 
of the School of Forestry shall set apart a tract of not less than 10 acres of the 
lands belonging to such school. (Sec. 1679b.) 

Seeds and seedlings from such nursery shall be distributed to citizens and 
land owners of this State upon the payment of actual cost of transportation 
from the nursery to the place where the same are to be planted. As a condi- 
tion precedent to such distribution, the citizen or land owner making applica- 
tion therefor must agree to plant the seeds and seedlings distributed imder the 
direction. of the State forester and in conformity with his instructions. (Sec. 
1679c.) 

The State forester is required to furnish to each applicant for seeds or forest- 
tree seedlings, suitable directions for planting the same, and when requested 
so to do, shall furnish skilled assistants to supervise such work, and in the 
event that assistance is furnished the applicant therefor shall pay the expense 
thereof. (Sec. 1679d. Approved Mar. 11, 1913.) 



112 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA- 

In the Quarterly Bulletin of the school for May, 1915, it is stated 
that— 

The aims of the school are twofold: (1) To provide practical and efficient 
instruction in forestry, horticulture, agriculture, nursery and greenhouse 
practice, manual training, household economics, and academic subjects; (2) 
as the North Dakota State Nursery to provide free of all expense, except that 
of transportation, forest trees, seeds, seedlings, and cuttings for planting within 
our State; 

and it is further stated that — 

In line with this work bulletins concerning windbreaks, shelter belts, the 
planting and caring for trees, etc., will be published as fast as possible. 

NOT IX FACT A SCHOOL OF FORESTRY. 

It seems that although established as a school of " forestry," the 
object of which should be " to furnish the instruction and training 
contemplated in an agricultural high school, emphasizing those sub- 
jects that have a direct bearing on forestry and horticulture," the 
school developed first as " a kind of business college," although it is 
located in a small town of only about 1,500 inhabitants, and although 
in the eight counties of Bottineau, Rolette, McHenry, Ward, Pierce, 
Renville, Benson, and Towner, which this school may be supposed 
to serve most directly, there is only one town, Minot, of more than 
2,500 inhabitants, and only five (Minot included) of more than 1,000, 
the total population of the five towns in 1910 being less than 12,000. 
It is stated that when the people became dissatisfied with this type 
of development an attempt was made to develop in it general forestry, 
lumbering, and ranger courses, but there were few or no students 
for these courses. At one time, it is stated, the attendance dropped 
to less than a dozen students, though the total enrollment for that 
year is reported as more than 50. Recently the attendance has 
increased considerably. The total enrollment by years is as follows : 

1906-7 32 

1907^-8 72 

1908-9 74 

1909KL0 75 

1910-11 64 

1911-12 95 

1912-13 52 

1913-14 114 

1914-15 1 187 

These numbers include the totals for the fall, Avinter, spring, and 
summer terms and are much larger than the average attendance or 
the enrollment for any single term. During the week of April 10-16, 
1916, the attendance was 105. 






THE SCHOOL OF FORESTRY. 113 

Beginning with 1910, the school has graduated 36 students, but 7 
of the graduates received only the elementary certificate, and the 
majority of these 7 continued as students in the school. Of the re- 
mainder, 13 are reported as " advanced," 5 as " collegiate," 8 as " com- 
mercial," 3 as " domestic science." Of these graduates only 3 have 
become farmers, 7 are in business, 6 are teachers, 2 (married women) 
are home makers, 5 are in professions other than teaching, 12 (includ- 
ing those with elementary certificates) are students in this or other 
schools. Not one is reported as practicing forestry and only 1 is 

Bottineau — ^ 



Figure 18.— Distribution of students enrolled in the State School of Forestry, 1914-15. 
See Table 31, p. 136. 

The figures above the county name in each case give the population in 1910. At that 
date the population of Golden Valley County (later subdivided into Golden Valley, 
Billings, and Slope Counties-) was 10,186 ; and the population of Morton County (later 
subdivided into Morton and Sioux Counties) was 25,289. The population of the State 
was 577,056. 

The figures inclosed in the circle in each case indicate the number of students from* 
the county who are enrolled at the School of Forestry. 

This institution drew 187 students from 4 counties in North Dakota, and 3 students 
from without the State ; of the entire number of sudents, 11 came from outside of 
Bottineau County. 

reported as being a student at the North Dakota Agricultural Col- 
lege, although 3 are students at the University of North Dakota. 
Judged by the occupations of its graduates the school has functioned 
neither as a school of agriculture nor as a school of forestry. To a' 
larger extent than any of the State schools under the immediate con- 
trol of the board of regents the school at Bottineau is a local school. 
Of the 187 students enrolled from the State of North Dakota in 
1914-15, 179 were from Bottineau County, 4 from Kenville, 3 from 
Eolette, and 1 from McKenzie. Of those from Bottineau County a 
very large proportion were from the town of Bottineau. 
46136°— Bull. 27—17 8 



114 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

SMALL CLASSES. 

The waste of time and energy of teachers because of the large 
number of very small classes reaches its maximum in this school. 
The average attendance of 132 class meetings held during the week 
of April 10-16, 1916, was only 6.1 students. Only 42 — or 32 per cent — 
of the class meetings had an attendance of more than 5. 1 Only 22 — 
or 16.6 per cent — had an attendance of 10 or more. At 85 class meet- 
ings of 18 classes having less than 5 students the total attendance 
was 237, an average of 2.8 students. There were 14 class meetings 
with only 1 student and 30 with only 2 students. The costliness of 
these excessively small classes is indicated by the fact that of each 
$100 expended for instruction during this week $59.10 was expended 
for the instruction of classes having less than 5 students and $83.30 
for the instruction of classes having less than 10 students. (See Table 
42 and fig. 23. ) For students of the grade represented in this school 
so large a number of small classes must be considered as very 
wasteful. 2 

The reasons for the large number of very small classes in this 
school are: (1) The vertical spread from classes of elementary school 
grade through four years of high school and one or two of col- 
legiate grade; and (2) the wide horizontal spread to include aca- 
demic, agricultural, horticultural, forestry, commercial, domestic 
science, manual training, pedagogy, and music courses. Fortunately, 
many of the subjects offered, as Latin, German, advanced English, 
and courses in harmony, are not taken. 

It should be noted that a majority of the students in elementary 
manual training classes are boys from the elementary grades of the 
public schools of Bottineau, who take one lesson a week, and more 
than half of the students taught by the teacher of household eco- 
nomics are in classes of fancy cooking and crocheting. Many of 
these are women in the town of Bottineau who take only a few 
lessons a year. These and similar facts account for the low average 
number of class meetings attended weekly by each student — only 7.7 
during the week of April 10-16, as against averages of from 15.8 
to 26.1 at other schools included in this survey. 3 

LITTLE DEMAND FOE BUSINESS COURSES. 

That there is no real demand for the commercial dpeartment 
in this school is indicated by the fact that, as President Smith says, 
the only distinctive things about the department, as it exists here, 
are stenography, typewriting, bookkeeping, and commercial law, 

1 See Table 39. p. 148. 

2 Of the 105 students present that week, 11 were above high-school grade, 70 in classes 
of high-school grade, 23 in classes below the high school, and 1 was classified as special. 

3 See Table 41, p. 151. 



THE SCHOOL OF FORESTRY. 115 

and that, in April, 3 classes in stenography had a total enrollment 
of 8 students, 2 classes in typewriting a total of 12 students, and 1 
class in bookkeeping 9 students. 

During the year 1914-15 there were only 10 students in farm 
forestry, including 4 in animal husbandry, and only 6 in pedagogy. 
In April, 1916, there were only 2 students in advanced chemistry, 4 
in college English, 1 in ancient history, etc. In no class above high 
school grade were there more than 4 or 5 students. It would have 
been much better for these students and much cheaper for the State 
had those taking college subjects been taught in similar classes at 
the university or at the agricultural college, and if those taking ped- 
agogy had gone to one of the normal schools. 

BUILDINGS AND GROUNDS. 

The school of forestry has a main building valued at $55,000 
and a greenhouse valued at $3,000. It has 35 acres of land used for 
campus and nurseries, and a tract of 160 acres recently purchased 
to be used for the development of nurseries. The equipment of the 
school is valued at $7,756.90. The salary budget for the year 1915-16, 
including the salaries of the president and the secretary, is $10,535. 
The total income of the school for 1914-15 was : 

Mill tax $4, 283. 63 

State warrants 6, 683. 76 

Miscellaneous 1, 316. 12 

Total 12, 283. 51 

This is hardly enough for the support of a good agricultural 
school of the kind recommended by the survey commission, but it 
can be made to accomplish much more than it now does if only the 
legitimate work of such a school is undertaken. 

RECOMMENDATIONS. 

A careful study of the history of this school makes it quite clear 
that its difficulties have been due to the fact that there has been no 
real demand here for most of the work which it has tried to do, and 
to its attempt to cover too great a variety of subjects and to extend 
its work over too many grades. Plainly the school will find itself 
only when it abandons all other purposes and, fitting itself for it, 
undertakes to do only the kind of work recommended in the first 
part of this chapter, and in the " Summary of Conclusions and Kec- 
ommendations. 1 Doing work of this kind, it should soon have 
a reasonably large attendance from all the northern and central 
counties of the State. The curriculum should not attempt to cover 
more than three years and should be made as strong as possible 

1 See recommendations 32 and 33, ch. 12. 



116 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

in practical agricultural subjects and in home economics. In this 
work it should have the constant advice and guidance of the agri- 
cultural college and the assistance of its extension workers and of 
farm demonstration and county agricultural agents of all kinds. 
Through the help of these it should enrich the work done within its 
walls and on its campus and farms by home projects carefully planned 
by the school and worked out by the students in their homes and on 
their home farms. 

The survey commission agrees with Mr. Smith, the president of this 
school and the State forester, that the teaching of forestry and the 
management of nurseries should be transferred to the agricultural 
college, which has the machinery and the organization whereby 
forestry work may be carried on successfully in the State. The col- 
lege now has 5 substations and 22 model farms. The substation at 
Mandan is required by law to make experiments with trees, and other 
substations might well carry on similar experiments and conduct 
small nurseries. These nurseries should be located with reference to 
convenience of distribution. The fact that railroads from all parts of 
the State converge at Fargo makes this a convenient distributing 
center and would seem to make it advisable to establish large nurser- 
ies here. The college will in time have agricultural agents in all the 
counties of the State and will be sending out field workers in all 
forms of agriculture and home economics and also in other subjects. 
So important is the growing of trees to the State that the college 
might well consider the establishment of small nurseries, for local 
distribution, at other State institutions and at agricultural high 
schools. It is recommended that the nurseries already established at 
Bottineau be continued under the direction of the agricultural college. 

It need hardly be said that the school of forestry which should be 
developed at the agricultural college for the service of the State of 
North Dakota should be quite different from schools of forestry in 
Montana, Washington, California, Oregon, New York. North Caro- 
lina, and other States having vast forests and timber industries. In 
these States the problems of forestry are largely of lumber engineer- 
ing ; but in North Dakota the problems are of tree planting, afforesta- 
tion, providing windbreaks for homes and farms, conserving rainfall, 
and providing wood and timber for home and commercial use. In 
European countries this latter kind of forestry has received much 
attention and is in charge of highly trained experts. In New Eng- 
land the growing of timber for manufacturing purposes has begun 
to receive attention. 1 

The interest which the people of North Dakota are taking in this 
subject is attested by the fact that the legislative assembly has en- 

1 Dr. Liberty H. Bailey, of Cornell University, has emphasized the fact that timber 
growing is as much a proper agricultural interest as the growing of corn or potatoes. 



THE STATE SCHOOL OF SCIENCE. 117 

acted a law providing a bounty, under certain conditions, for the 
planting and cultivation of trees. 

THE NORTH DAKOTA STATE SCHOOL OF SCIENCE. 

The constitution of North Dakota made it incumbent upon the leg- 
islative assembly of the State to provide for a scientific school or 
some other institution x at Wahpeton, in Richland County, and ap- 
portioned for the support of this school 40,000 acres of the congres- 
sional grant of public lands for institutions of higher learning in the 
State. The legislative act providing for this school was approved 
March 10, 1903, and the school was opened in September, 1904. 

The first two years the school was held in rented buildings. In 
1905 the trustees purchased for the use of the school the building and 
property of Red River Valley University. The present value of 
buildings is estimated at $113,020. The present value of equipment 
is estimated at $25,082.25. The total income of the school for 1914-15 
was: 

Mill tax $8, 552. 46 

Interest and income 18, 335. 56 

State appropriation 5, 000. 00 

Fees 2, 392. 75 

Total 34, 280. 77 

The purpose of the school as defined by statute is — 

to furnish such instruction in the pure and applied sciences, mathematics, 
languages, political sciences, and history as is usually given in schools of 
technology below the junior year, the chief object being the training of skilled 
workmen in the most practical phases of applied science. 

The president of the school indicates the following as the classes 
of students the school desires to serve : 

1. Students who are 16 years of age, who have no definite educational prepa- 
ration, and yet feel the need of further vocational or industrial training. 

2. Students who have finished the sixth grade or more in the rural schools 
and who, though bright but outclassed in age, desire to prepare for courses re- 
quiring eighth-grade preparation or for some vocational course. 

3. Students who have graduated from the eighth grade and desire to take a 
vocational course immediately. 

4. Students who have graduated from the eighth grade and desire vocational 
guidance and cultural courses. 

5. Students who have graduated from high school and desire to learn a trade 
or vocation immediately. 

6. Students who have graduated from high school and desire vocational 
training along with the higher cultural courses. 

7. Students who have graduated from college and desire only the special 
technical training in a trade or vocational course. 

1 " Fifth. A scientific school, or such other educational or charitable institution as the 
legislative assembly may prescribe." 



118 STATE HIGHER INSTITUTIONS OP NORTH DAKOTA. 

The president sums up the courses offered or that should be 
offered under the following heads: 

Courses. 

Agriculture 3 

Business and commerce 4 

Home economics 3 

Industrial arts 2 

Industrial engineering 5 

Special winter term 6 

Teacher training 2 

Trade , 8 

Vocational preparatory 4 

The grade of students served by these courses extends from the 
seventh grade of the elementary schools through the second college 
year, a range of eight years. 

Of 344 graduates to the end of the school year 1914-15, 219 have 
graduated in commercial subjects, 34 in domestic science, 48 in high- 
school academic courses, 22 in junior-college academic courses, and 
only 17 in all forms of engineering, as follows : 

Steam engineering 6 

Mechanical engineering 5 

Electrical engineering 5 

Chemical engineering 1 

In electrical engineering there has been only one graduate in any 
one year. Of these 344 graduates, 137 were reported as engaged in 
business and 47 in farming. Only 12 are reported as engaged in any 
mechanical occupation involving applied science, as follows: Chem- 
ist, 1 ; mechanical engineers, 4 ; electrical workers, 7. 

SMALL CLASSES. 

. As a result of the wide vertical and horizontal spread of the work 
in this school the faculty of 21, including president and secretary, 
were giving, in the spring of 1916, 92 different courses to 106 stu- 
dents. In 124 meetings of 27 classes having less than 5 students 
during the week of April 10-16, 1916, there was a total attendance 
of 362 students, an average of 2.9 students. Out of a total of 305 
class meetings that week, 10 had 1 student, 53 had 2 students, 5 had 
3 students, 36 had 4 students, and 25 had 5 students ; 68.2 per cent of 
the class meetings were attended by less than 10 students. Among 
the small classes were 4 classes in German, with 8, 2, 2, and 4 stu- 
dents, respectively; a class in Latin, with 2 students; 3 classes in 
shorthand, with 4, 2, and 2 students, respectively ; a class in dietetics, 
with 1 student; a class in textiles, with 1 student; a class in mecha- 
nism, with 2 students ; and a class in education, with 8 students. 



THE STATE SCHOOL OF SCIENCE. 119 

Of every $100 expended for instruction during that week, $34.10 
was for classes of less than 5 students and $68.20 for classes of less 
than 10 students. 

The attendance for 1914-15 was: 

Fall term 153 

Winter term 236 

Spring term 155 

Summer term 100 

The average for the three regular terms was 180. Of the 370 dif- 
ferent students enrolled, 107 students entered with 15 or more units 
of preparation, 263 with less than 15 units. Of the 107 students 
entering with 15 or more units, only 78 were from North Dakota. 
If these had been cared for at the university and the agricultural 
college, they would have added very little to the burden of teaching 
in either institution. 

SOURCE OF ATTENDANCE. 

In any discussion of the place of the School of Science in the edu- 
cational system of North Dakota and of the work it should under- 
take to do, it should be remembered that of the total attendance (in 
1914-15) something more than 35 per cent were from other States 
than North Dakota, something more than 51 per cent from Richland 
County, and something less than 14 per cent from other North Da- 
kota counties ; that the school is located within easy reach by rail of 
the agricultural college, the university, and the normal schools at 
Mayville, Valley City, and Ellendale; and that, although this sec- 
tion of the State is a rich farming section, it is also the section having 
the largest per cent of urban population. (See Figure 19.) 

RECOMMENDATIONS. 

The survey commission believes that the school may find its great- 
est usefulness as a high-class industrial school, or school of mechan- 
ical trades, with such courses in agriculture as may seem advisable, 
but giving at present no work of college grade. It should give 
special attention to industrial subjects both for boys and girls, and 
it might be well to include also commercial subjects, such as book- 
keeping and stenography, but it should avoid becoming a local ele- 
mentary or high school. The commission recommends elsewhere 
that the State board of regents establish at Bottineau a six months' 
school especially adapted to needs of boys preparing to become 
farmers, and a four and one-half or five months' summer school 
especially suitable for girls wishing to study home economics and 
allied subjects, both the winter and summer schools, however, being 
open to both boys and girls. If the experiment at Bottineau proves 



120 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

successful, a similar plan might also be tried at Wahpeton, which is 
already fairly well equipped for the conduct of courses similar to 
the courses below college grade offered at the agricultural college. 

As already stated, with the increase in population and wealth of 
the State and of attendance of students at the university and agri- 
cultural college, it may be well for the school at Wahpeton to become 

Wahpeton-^ 

[-T-I j i I I l I 

DIVIDE I 



9.06* i 7 .8*o! I7.2S9 j 9.SS8 18.963 I lS.659 I l<r.7*9 

BURKE #•■ RENVILLE ! BOTTINEAU j ROLETTE I i CAVALIER I PEMSINA 

H £Sj?l _-*_ ® — L-u-rJ— 

M l^%,„, l^i-. T J-» \ ■%»«) 

! 2S.28I I' 7 '" 7 u : \ ] RAM „ V (£) 

!■ MOUNTRAIL I I MOHENRV ! PIERCE I * *l" g I ..X. — .—.. — — — ■ 

_f \_/ % ! BEN*. \ ,0.1*0 ^ _ 7 , 8 8» 

) I. », S "l V "^ J NELSON i ORANDfO-K, 

j 5.302 j X7<,7 { (I) i ! VoLr^ j 0,100, . STEELE ! TRAILL 

* | .,l1. I I rSvU' V "• C97 ! 5 ' 9 " ! *.'•• I ' 8 '°" I 33.935 \ 

WLDENL, _ r~i j ! .uRLEIOM », KIOOER <. STUTSMAN I, 0ABHE8 \ CASS 

VALLEY ( J" |a j •» I , _ /S5S 

JJL ____. J «.«» \ |®i © j_.__._i_.®-.-. 

J * T 6.557 j _j,_ 0l , V 1 L T _ r '_ _ 'T~io' 7 _<.~ 110,3*6 ! ,. -co 

SLOPE ! NETTINOER J "°* T0 " 6,l6B I I0.7_t 19.659 

.J « -** ! .„.„ LAMOURE^ , «-^ m 

_ VI/ j^ .'ST— U RICHLAND 



© k^' ,,oux V ! MC,MT0 ' H i 



Figure 19. — Distribution of resident students enrolled in the North Dakota State School 
of Science at Wahpeton, exclusive of summer session, 1914-15. See Table 31, p. 136. 

The figures above the county name in each case give the population in 1910. At that 
date the population of Golden "Valley County (later subdivided into Golden Valley, 
Billings, and Slope Counties) was 10,186; and the population of Morton County (later 
subdivided into Morton and Sioux Counties) was 25,289. 

The figures inclosed in the circle in each case indicate the number of students from 
the county who are enrolled at the North Dakota State School of Science at Wahpeton. 

This institution drew 238 students from 16 of the 52 counties in North Dakota (of 
whom 79.8 per cent came from Richland County) and 132 from without the State; 
total, 370. 

Only 1 county, outside of Richland County, sent more than 7 students to Wahpeton ; 
Minnesota sent 105 and South Dakota sent 11. 

a junior college of science and technology, but it does not appear to 
the commission that there is at present any demand for a separate 
school of science or of technology of junior college grade. 



Chapter IX. 

THE STATE LIBRARY COMMISSION. 



Chapter 156, laws of 1909, assigns to the public library commission 
the following duties: 

1. To administer the educational reference library. 

2. To administer the traveling libraries. 

It shall take over and add to the educational reference library and the sys- 
tem of traveling libraries, and shall continue the same, and, as its funds permit, 
shall increase the number and usefulness of the libraries. Any city, town, 
village, school district, or community within the State of North Dakota may 
borrow books under the rules and regulations of the State library commission. 
The commission shall catalogue and otherwise prepare said books for circulation 
and shall make rules and regulations according to which the business of the 
commission shall be done; and also such rules and regulations as shall insure 
the care, preservation, and safe return of all books loaned. 

3. To establish and administer a legislative reference bureau. 

The State library commissi®n shall have the power and it shall be its duty 
to establish a legislative reference bureau for the information and assistance 
of the members of the legislative assembly in the work of legislation. The 
legislation of other States and information upon legal and economic questions 
shall be classified and catalogued in such a way as to render the same easy 
of access to members, thereby enabling them better to prepare for their work. 
It shall be the duty of the legislative librarian to assist in every way possible 
the members of the legislative assembly in obtaining information and in the 
preparation of bills. 

4. To give advice in regard to the organization, maintenance, and administration 

of libraries. 

The librarian or trustees of any free public library or the trustees of any 
village, town, or community entitled to borrow books from said traveling 
libraries may, without charge, ask and receive advice and instruction from 
said library commission upon any matter pertaining to the organization, main- 
tenance, or administration of the libraries. 

5. To aid in the formation of new libraries and the improvement of those already 

in existence. 

And said commission shall, as far as possible, promote and assist by counsel 
and encouragement the formation of libraries where none exist, and the 
commission may also send its members to aid in organizing new libraries or 
improving those already established. 

6. To collect statistics of the free public libraries of the State and to report 

its own activities. 

The State library commission shall keep statistics of the free public libraries 
of North Dakota and a record of the work done and books loaned by said com- 
mission, and shall make a full report to each general session of the legislature 

121 



122 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

of all expenditures by the commission, and of such statistics and records as 
shall show the work done by the commission and the use made of the traveling 
libraries and all other matters which they deem expedient for the information 
of the legislature. 

These duties now devolve upon the board of regents, but they are 
discussed here as belonging to the library commission. 

ORGANIZATION. 

The commission has organized its work under the following divi- 
sions : 

1. Educational reference department. 

2. Traveling library system. 

3. Legislative reference bureau. 

4. Field work. 

There are department heads for divisions 2 and 3. The secretary 
and director has immediate charge of divisions 1 and 4. The office 
of the commission is in the capitol at Bismarck. It appears that the 
secretary and director and the two heads of departments have the 
assistance of only one stenographer and one clerk, and that for lack 
of more assistance all the work of the commission is impeded. It 
also appears that the efficiency of the legislative reference bureau 
has been impaired because of lack of funds for printing bulletins on 
subjects of legislative interest to the people of the State and their 
representatives; that only slight additions have been made to the 
educational reference library and the traveling libraries within the 
last few years, and that the field work has been much less extensive 
and helpful than it might have been. Evidently there is need for 
considerable increase in the appropriations for all this library com- 
mission work if it is to accomplish for the State what was origi- 
nally intended and meet fully the ever-larger demands of the rapidly 
increasing population and a constantly growing interest in all phases 
of the work. 

The librarian of the legislative reference bureau reports that, in 
compliance with law, he has collected and compiled the laws of other 
States and information concerning questions of economic and legis- 
lative interest, has made files of bills introduced in the Legislative 
Assembly of North Dakota, and assisted legislators and legislative 
committees in drafting bills. The bureau now has a collection of 
15,000 or more clippings arranged for the use of legislators. When 
the legislature is not in session, articles from the collections of this 
bureau are sent by the educational reference department to those who 
request them. The survey commission has made no detailed investi- 
gation of this bureau, and has no recommendations to make in regard 
to its work, except that the librarian should be given sufficient assist- 



STATE LIBBAEY COMMISSION. 123 

ance to enable liim to bring and keep up to date the work both of 
compiling and digesting laws and of cataloguing and indexing the 
collections, and that sufficient funds should be available to enable him 
to print necessary bulletins for the information of the people on 
questions of legislative interest. 

The work of the educational reference division, formerly done by 
the department of public instruction, consists of correspondence 
with individuals, principally club women and teachers and pupils 
in the schools. It is especially helpful to rural homes and small com- 
munities without libraries. The reference library has something less 
than 4,000 volumes and about 15,000 mounted clippings from maga- 
zines and newspapers. It also uses the clippings of the legislative 
reference bureau when the legislature is not in session. 

The traveling libraries, also especially helpful to rural com- 
munities, villages, and small towns, are of four kinds : 

Community collections. 

School collections. 

Small school collections for grades below the sixth. 

Farmers' libraries, consisting of technical books on agriculture. 
Six sets of these last are reported. Of all these kinds of collections 
the traveling library system has between 300 and 400 sets. An in- 
spection of the library map, page 126, shows that the traveling 
libraries reach all parts of the State, but, unfortunately, the number 
of these libraries is so small that only a very small per cent of the 
communities of the State can be served in any one year. Five or 
ten times as many could be used to great advantage. 

The field work is supervision of all libraries in North Dakota and 
promotion of its library interests within and without the State. It 
includes fostering of library spirit, organization of new libraries, 
advice on technical and administrative problems, planning new 
buildings, selection of books and librarians, and instruction in 
library methods. There, is a great need of field work among public 
libraries not able to employ trained librarians, in communities wish- 
ing to organize public libraries, -and especially in school libraries. 
In an agricultural State destined to undergo the rural development 
fast coming to North Dakota, but still only sparsely settled, the furnish- 
ing of library facilities must long remain, in some communities, at 
least, with the school library, which also supplies community needs. 
Whether known as the school or township or county library, some 
agency must see that money is wisely spent in purchasing books, 
that the books when purchased are arranged and cared for so that 
their contents are easily available at the time needed, and that a 
uniform system is used, so that teachers and pupils from any school 
in the State will at once feel at home in any public library in the 
State. This work is a special province of the library commission. 



124 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

The library in charge of the library commission not only ministers- 
to the communities having no public libraries, but it supplements in 
an important way all the local public libraries of the State. With 
sufficient means to purchase some classes of books in sets of a half 
dozen or more, it might render great service in this last way. 

INSTITUTION LIBRARIES. 

It seems that the libraries of the university, the agricultural col- 
lege, and the normal schools loan their books, to some extent, beyond 
their walls, as they should if they have the machinery for it. But 
the survey commission can see no danger of duplication or conflict 
of interests between these institutions and the library commission, 
so long as the libraries of the educational institutions resist all 
temptation to become circulating libraries, or to spend their incomes 
for books to be used only, or chiefly, for this purpose. In fact, the 
library commission might well arrange with these libraries to sup- 
plement the service of its educational reference library and refer to 
them requests for books not in this collection. These libraries, 
however, should avoid all effort to cover the general field of the 
library commission. They will need, no doubt, to use all their money 
and efforts in perfecting themselves for the immediate service of 
the institutions of which they are a part. Service beyond their 
walls should be only secondary, and to a large extent only supple- 
mentary, to the service of the library commission. In this sec- 
ondary and supplementary service, each institutional library should 
have its own definite field. 

The university library should be able to furnish to those who need 
them special and technical books upon subjects covered by the uni- 
versity curricula. The agricultural college should perform a similar 
service for students interested in special agricultural and other 
problems related to the work of that institution. The libraries of 
the normal schools should be rich in educational literature, dealing 
especially with the problems of elementary education, and these 
should be available both for teachers and for the people of the State 
interested in such problems. 

The number of large libraries in North Dakota and the con- 
sequent demand for highly trained librarians are not now, nor will 
they be for some time, sufficiently large to justify extensive courses 
in library work at more than one institution, but there is need for 
instruction in the simplest and most elementary principles and prac- 
tices of library work for those who have the care of the smaller 
libraries, and especially for teachers in the public schools who are 
responsible for the selection and care of books in the school libraries. 
Such instruction should be provided at the university and normal 
schools, and especially in the summer sessions of these schools. That 



STATE LIBEAKY COMMISSION. 125 

there may be uniformity in this instruction, and therefore in library 
practice throughout the State, courses in library work should be 
planned by the secretary and director of the library commission, and 
the work inspected by her from time to time. She might also arrange 
for apprentice instruction at some of the larger libraries. The com- 
mission should have in its employ an organizer who should give most 
of her time to visiting schools and small libraries to give the prac- 
tical help for which there are constant demands. When school 
boards understand more fully how important it is for teachers to 
have sufficient knowledge of the care and use of books to make the 
small school libraries most useful, and when they realize that money 
paid for books is practically thrown away unless the information 
contained in these books can be made available when needed, the 
demands for library instruction and for the help that such an 
organizer could give will be much greater than they are now. 

LOCAL LIBRARIES. 

The very liberal laws in Xorth Dakota in regard to city, village, 
township, and school libraries show the intelligence of the people in 
regard to the value of books and of the habit of reading. 

City councils and boards of villages and townships containing 
more than 400 inhabitants have the power to establish and maintain 
public libraries and reading rooms, and, when authorized by a vote 
of the people at a general election, may levy annually and cause to be 
collected taxes not exceeding 4 mills on the dollar for their support. 
In any city in which the sum of $400 or more has been donated for 
the benefit of a public library the council may appropriate to such 
library as much as $200 from the general fund without the authority 
of a vote. In like manner the board of trustees of a village or the 
board of supervisors of a township of not less than 400 inhabitants 
in each case may appropriate $100 from the general fund of the vil- 
lage or township for the use of a public library when the sum of 
$150 or more has been properly donated for the benefit of such 
library. 

Section 1176 of the school laws requires the district school board to — 
appropriate and expend each year not less than $10 nor more than $25 for 
each school of the district for the purpose of a school library, to be selected by 
the school board and the trustees from any list of books authorized by the 
superintendent of public instruction and forwarded by him to the county super- 
intendent for that purpose * * * provided * * * that when a school 
board of a common school has purchased and has in their library 200 books as 
aforeprovided that the school board having such school under their supervision 
shall be obliged to expend not less than $5 annually until such library shall 
contain, in good condition, 300 volumes, after which said school board shall 
not be obliged to purchase so as to increase the number, but shall keep the 
books in good condition and replace annually as many books as may become 
lost or destroyed. 



126 



STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 



The large proportion of rural population in this State makes these 
laws in regard to village, township, and school libraries all the more 
desirable and beneficial, but the needs of the people for books and 
magazines can never be fully supplied by these small libraries, even 
when supplemented to the fullest possible extent by the traveling 
libraries of the library commission and by the circulation of books 
from the educational reference library. They are too small to 
supply more than the most elementary needs of the community. 
Though each of the 100 schools of a county might have its 300 
volumes, making a total of 30,000 volumes in the school libraries of 
the county, and though these might be supplemented by a dozen or 
more small village and township libraries, still there would be avail- 
able for the use of the people of any one community only a very 




Fig. 20. — Distribution of traveling library stations (Sta.), traveling libraries (Lib.), and 
public libraries (P. L.) in North Dakota, by counties, 1914. 



limited number and variety of books. To meet fully the needs of 
the people will require libraries larger than can be maintained by 
the small units of school district, village, and township. It will 
require the cooperation of county and State. In bringing about this 
the library commission should find its greatest opportunity for 
usefulness. 

The fourth biennial report of the North Dakota State Library 
Commission (1912-1914) gives only 9 public libraries having 3,000 
or more volumes on July 1, 1914, and only 28 having less than 3,000 
volumes on the same date, a total of 37 public libraries of all sizes in 
the State. The 9 libraries having 3,000 or more volumes each had a 
total of less than 50,000 volumes and a total income of less than 
$30,000. The 9 towns which they serve had a population of less than 



STATE LIBRARY COMMISSION. 



127 



60,000 in 1910, probably less than 75,000 in 1914. The United States 
Bureau of education in 1916 reported 8 libraries in this State having 
more than 4,000 volumes each. These 8 reported a total of less 
than 50,000 volumes, a total income of less than $30,000, and less 
than $4,000 expended for books within the year. In 1916 there were 
only 4 libraries having as many as 5,000 volumes, and these served 
a total of not more than 50,000 of the 700,000 (estimated) people 
of the State. Less than 10 per cent of the people of the State have 
easy access to any adequate collection of books. (See Table 25 and 
fig. 20.) 

Table 25. — North Dakota public libraries, 1916. 



Location. 


Name. 


Librarian. 


Number 

of 
volumes. 


^tk C ° me - 


Book 

expendi- 

tures. 


Devils Lake 


Carnegie Library 


Dorothy Dodge 

Helen F. Carleton 

Winnie Bucklin 


4,253 
4,207 
9,825 
10, 000 
6, 500 
6,000 

4,652 
4,192 


392 
509 
1,232 
631 
321 
870 

617 
307 


SI, 918 
1,721 
5, 833 
4,000 
2,147 
4,500 

2,666 
3,849 


$228 






579 




do 


656 




....do.... 


Alice M. Paddock 

Margaret Greene 

Lillian E. Cook 

Bessie R. Baldwin 


261 




Free Public Library (1 

station). 
Carnegie Public Library. 
James Memorial Library 


785 


Valley City 

Williston 


696 
402 


Total 


49, 629 




3,982 













iAt Bowman, N. Dak., a new public library building was opened in January, 1916. 



COUNTY LIBRARIES. 

The taxable property of small towns, villages, townships, and 
rural school districts is not sufficient to enable them to support good 
public libraries alone. The public libraries owned- and controlled by 
cities and towns seldom reach the people of these smaller communi- 
ties. The only help for all is in the county library, supported by 
taxes levied on all the taxable property of the county, managed by 
a trained librarian, having branches in all the more important towns 
and villages of the county, and using the schools as distributing 
centers. Cooperation of smaller units through the larger units of 
which they are parts is as necessary for the best results in this as it 
is in all other matters of public welfare. That no county, however 
poor, may be without the means of supporting such a library, there 
should be State aid for public libraries just as there is for public 
schools. The people of no community should, through lack of means 
in that community, be deprived of free access to all the books of 
which they can make good use. 

The survey commission recommends that the legislative assembly 
of the State be requested to make legal provision whereby counties 
may establish and maintain libraries to be administered and used as 
here suggested. It believes that this provision should contain some 
form of State aid for the support of these county libraries. 



128 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

Under such provision the libraries already established in the larger 
cities and towns of the State might be transformed immediately 
into county libraries with larger support than the municipalities 
alone are able to give them. This would not only extend the privi- 
leges of the libraries to all the people of the county, but would enhance 
the value of them to the municipalities themselves. Libraries would 
then no doubt be established in other counties, beginning with the 
most populous and mbst wealthy and extending to the less populous 
and less wealthy as rapidly as they could be induced to assume the 
burden of their support. At present approximately one-third of the 
counties of the State have a population of more than 15,000, and 
more than one-half have a population of more than 10,000. It should 
not be difficult for any of these counties to provide the funds for a 
building, books, and their proper care and administration for a 
library of 30,000 volumes. A library of this number of carefully 
selected books would be amply sufficient for any county in the State, 
and especially if many of the most popular books were owned in 
sets of from three to six and if all the county libraries were supple- 
mented by the educational reference library enlarged for this purpose. 
For this supplementary work this reference library should have 
many books on special subjects which might be called for sometimes, 
but not frequently, in any county library, and which could be sent 
to county libraries or to individual readers on request. Books of this 
kind the educational reference library should have in sets of from 
three to five. By this means the county libraries would be relieved 
of the necessity of purchasing many costly books. 

The county library should be located at the county seat, where the 
roads converge — trolley lines sometimes, railroads frequently, country 
roads always — and to which the people come to transact their legal 
business and for other purposes. The libraries should be housed in 
suitable buildings of a good and attractive style of architecture as 
soon as means can be had for this, but the cost of buildings should not 
be permitted to deter counties from establishing and maintaining 
libraries, temporary quarters for which might usually be found in 
the county courthouse or elsewhere at little expense. Books, and 
proper care in their circulation, are more important than the build- 
ings in which they are housed. In most counties, no doubt, money 
could be had for buildings without the necessity of taxing the people 
for them. 

It is impossible to estimate the good that might come to the people 
of North Dakota from such a system of libraries. It would increase 
in large measure the value and effectiveness of the State's system of 
public education. It would be especially helpful to those, the great 
majority of the people of the State, who live in the open country 
and in villages and small towns, and most helpful of all to those liv- 



STATE LIBRARY COMMISSION. 129 

ing in remote, isolated farm homes. For many reasons these people 
have more time for reading than city people have. On Sundays, on 
rainy and snowy days when little or no work can be done outdoors, 
and on long winter evenings — very long in this northern latitude — ■ 
much time for reading can be found by children and older people 
alike, and it comes in larger sections and with fewer interruptions 
than time for reading comes to those who live amid the distractions 
of city life. It is also true that country people will read, when they 
have opportunity, the best books with appreciation and profit. They 
read less for time-killing and mere entertainment and more for in- 
formation and inspiration. Their close and familiar contact with 
nature and the simple fundamental things of life gives them more 
power of interpretation of the great literature of nature and life 
than city-bred people are likely to have. It should also be remem- 
bered that their opportunities for education in the schools and 
through lectures, plays, art galleries, museums, and other similar 
agencies being more limited than are those of the people of the cities, 
these country people have, therefore, the greater need of the services 
which only such a system of libraries as is here recommended can 
give. 

The cost of upkeep of the libraries when once established will not 
be large. The total cost for all the counties would probably not 
exceed 6 or 7 per cent of the total annual expenditures for public 
schools. 

46136°— Bull. 27—17 9 



Chapter X. 

STATISTICAL COMPARISONS. 



A careful examination of the work of the several institutions, 
with the view to elimination of any unnecessary duplication of 
effort that might be found to exist, was emphasized in the outline 
of duties of the board of regents formulated by the legislature. 
To assist in an understanding of the problem, the tables in the fol- 
lowing pages have been prepared. Since unnecessary duplication 
of work of college grade is presumably more expensive than is the 
case with courses of lower grade, and since normal schools and 
high schools are necessarily sectional or local schools of practically 
the same character and for the same purpose, respectively, special 
attention is given to a study of conditions in the university and the 
agricultural college. 

EMPLOYEES AT UNIVERSITY AND AGRICULTURAL COLLEGE. 

Table 26 presents a condensed summary of the employees for 
1915-16 at the university and the agricultural college. With 
approximately the same number of resident students at each insti- 
tution (see Table 28 for figures for 1914-15) : 

(1) The university makes use of an instructional staff nearly 
60 per cent greater than that of the agricultural college (82 and 52, 
respectively). This difference may be explained partially by the 
fact that the university has a larger number of students in con- 
tinuous residence than the agricultural college, approximately half 
of the resident student population at the latter institution being 
reported in special short-term classes. 

(2) The number of employees classed as administrative and execu- 
tive is more than twice as large at the agricultural college as at 
the university (13 and 6, respectively). 

(3) The university employs twice as many engineers, janitors, 
and laborers as the agricultural college (22 and 11, respectively). 

(4) Exclusive of those employed for the correspondence, exten- 
sion, and research divisions, and for the summer session, the 
university staff is more than 50 per cent greater than that of the 
agricultural college (139 and 91, respectively). 

130 



STATISTICAL COMPARISONS. 131 

A further analysis of the employees at the two institutions is 
given in Table 27. Attention is called particularly to the following 
points : 

(1) With an enrollment of fewer than 100 students in engineering, 
the university maintains an instructional staff in this division of 
17, including 2 deans. 

(2) With a total instructional staff of 52, the agricultural college 
has only 5 assigned to agriculture, while 9 are assigned to engineer- 
ing and 12 to general science. The number of instructors assigned 
to general science as compared with the number assigned to agri- 
culture, which may properly be assumed to be the important depart- 
ment of the college, seems to the survey commission to be entirely 
out of due proportion. 

Table 26. — Employees at university and agricultural college, 1915-16. 

SUMMARY. 





Uni- 
versity. 


Agri- 
cultural 
college. 




82 
7 
6 
15 
22 
16 


52 




60 




13 




18 




n 




8 








148 
2 


162 




11 








146 
22 


151 




11 








168 


162 







STUDENT ENROLLMENT AT UNIVERSITY AND AGRICULTURAL 
COLLEGE. 

Table 28 presents a summary of the students enrolled for the year 
1914-15 at the university and the agricultural college, classified ac- 
cording to departments. Attention is called to the following points : 

(1) The numbers of students reported as entering with 15 high- 
school units of credit, line 2 of the table, is somewhat misleading, 
since a large number of those who entered the university with less 
than 15 credits were admitted with 14| units, and none with less 
than 14 units, and at the agricultural college a considerable number 
of students were admitted to the special short courses without 
reference to scholastic attainments. 

(2) Approximately one-half of the total enrollment at the uni- 
versity consists of regular-term students of college grade (675 out of 
1,241), whereas the proportion of such students at the agricultural 
college is only a little more than one- fourth (319 out of 1,171). 



132 



STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 



(3) Two college departments at the university and seven at the 
agricultural college registered fewer than 10 students each. 

Table 27. — Employees at university and agricultural college, 1915-16. 





University of North Dakota. 


North Dakota Agricultural 
College. 




"3 

o 


1 
ft 


I 
s 

O 




- | 


o 
g 

1 


c 
1 


1 


i 

1 




•2 


PH 


5. 

- i. 

"J 
ll 


w £ 
<)P, 


B 



| 


1 
1 


I. Total , exclusive of names repeated. .... 

II. Instructional staff (total, exclusive of 

summer session and names repeated). 

(A) The colleges (total, exclusive of 


168 
82 
72 














162 

52 

49 
5 
5 
5 
1 
9 
1 














7 
6 


21 
21 


5 

5 


15 

15 


23 
15 


11 

10 


4 

4 
1 

1 
.... 


20 

20 
3 
1 
3 
1 
1 


2 

1 
.... 


12 

11 
1 
1 


12 

11 


2 
? 








3 

5 

4 
17 


.... 

2 


1 
1 
2 
4 




1 
1 
1 
3 


"2 


1 
1 


1 
















(5) Engineering (total) 


5 


3 




2 


4 

1 


1 




1 
1 
6 

7 




i 1 
1 






2 1 






















1 




1 














1 
1 
1 
















1 
1 


32 




2 
2 
1 

5 

1 


*3 

2 


2 








2 






(/) Mining 














3 
6 




5 




1 






3 


1 




1 

1 

1 


2 

12 
1 


4 

1 


1 

7 

1 








(8) Liberal arts, general 


34 
5 


£ 


12 




6 




4 


2 












2 

1 

3 
2 

2 

11 




1 

1 
1 

1 




























1 


























(13) Veterinary medicine and 


















2 

1 






(B) High -school department 

(C) Not assigned to specific depart- 


9 

1 

"i 

5 
• 6 

l.i 

22 

16 

2 










8 


1 


1 




61 


















•"■|--- 




























































21 

'39 
»13 
18 

11 














VI Experiment station, research 
















































VIII. Stenographers, clerks,librarians,etc. 
IX. Engineers, janitors, laborers (not 














































X. Common employees (not including 












8 
11 



















































1 Repeated in chemistry. 
» Repeated in mining. 

* One repeated in liberal arts. 

* Two repeated in station and research. 



6 Repeated as assistant professor in liberal arts. 
« One repeated as professor. 
' Nine repeated elsewhere. 
» *wo repeated elsewhere. 



STATISTICAL COMPABISONS. 



133 



Table 28. — Summary of students at university and agricultural college, 
1914-15. 

[According to figures verified by the registrars' offices.] 



Univer- 
sity. 



Agricul- 
tural col- 



I. Grand total (excluding duplicates) 

(1) Entered with 15 or more high school units. 

n. Graduate students 

III. Students in the colleges (total) 

(1) Agriculture 

(2) Biology 

(3) Chemistry. 



(4) Education. 

(5) Engineering (total). 



(a) Architectural 

(bj Architecture 

(c) Chemical 

W) Civil 

(e) Electrical 

(/) Mechanical 

(g) Mining 

(h) Engineering, freshmen (unclassified). 

(6) Home economics 

(7) Law 

(8) Liberal arts or general science 

(9) Medicine 

(10) Pharmacy 

(11) Veterinary medicine and surgery 

IV. Students in subcollegiate courses (total) 

(1) Industrial and special (total) 

(a) Drafting and building (22 weeks) 

(6) Farm husbandry 

(c) Power machinery 

(d) Home making 

(e) Pharmacy 

(2) Winter short courses (total) 

(a) Agriculture 

(&) Engineering 

(c) Domestic science 

(3) High school 

Students in summer session (total) 



(1) Teachers summer school. 
2) 



Engineering summer school 

(3) Cass-Ransom Counties summer school. 

VI. Students in correspondence courses 

VII. Names counted more than once 



1,241 

553 

7 

675 



Table 29 presents an analysis of the student registration at the 
two institutions, exclusive of summer session, the percentage distribu- 
tion being exhibited in figure 21. Approximately three-fourths of 
the regular year's work at the university is thus shown to be of col- 
lege grade, compared with less than one-third at the agricultural 
college. Engineering constitutes less than 10 per cent of the total 
at the university and less than 4 per cent at the agricultural col- 
lege. "Work in agriculture of college grade involves only 10.1 per 
cent of the total registration at the agricultural college. 

The analysis is carried still further in Table 30, in which only 
students of college grade, exclusive of summer session, are con- 
sidered; see also figure 22. The department of liberal arts, with 11.3 
per cent of the college students, is the core of the university, with 
the other departments in what seem to be reasonable proportions; 
while at the agricultural college, agriculture constitutes only about 
one-third (33.6 per cent) of the whole. Engineering occupies about 



134 



STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 



the same relative space in the two institutions, 12.3 per cent and 
12.7 per cent, respectively. 

Instead of the department of agriculture dominating the situation 
at the agricultural college, as might naturally be expected, it is almost 





> "* ^— . 








*> o^ _^--- 








«t r- ^0^^\ 








ll 6 y^^\ • 










o 
o 

X 
O vO 

x ~" 
O 






X v/ 1 






3 / — — ^r i 








y { d £ 






lO 


a iu z 1 ">>> 
< \ o OH ^^>^ 


«u 

t- 




1 


< \ x. o- 1 ^ — 


< 




•<* 


£ \ ^"^ 


IU 




<r- 










_j 




z z 

O O 


_i — 

O to 

O »o 




1- <2 


\~ \ 


I 




< ? 


°c \ 


CO 




£ 05 

10 




3 
CO 




3 £■ 








. z 








$z 


eo 3J.vridfra9-Y 






IU 








a u. 








=> o 




z 

ULJ 




O =» 




2 
O 




z o 


/ \ z 1 


ce — j 




O X 

p IU 

A 

5 


< / $* \ O — 1 


j \ 

o \ 

r io" \ 




o I -J - 1 ^ vO 












!fc 1 \ "<* -> 








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f\ , V 








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K J2 o 

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° \ St: / 








_i - . 





equaled in importance by engineering, general science, education, and 
pharmacy, which, combined, register 33.3 per cent of the college 
students. 



STATISTICAL COMPARISONS. 



135 



i 



a 
a 




g 


(') 




iC 


-1 


z 

O 

«/> 






IU 




O 


io 


Z 




CC 




o 


IU 




7 


2 




© 


X 




1- 


o 




5 


CO 




a 






Xk 


o 






OJ 






> 




cc 


u> 




Z 


3 
-1 

o 


< 






1- 


zs 




o 


t- 




X, 


oo 




< 


u. 




Q 








z 
o 




cc 


h 




o 


3 




2 


cc 




O 






> 




5 s cc 






■^ 2 

fi .0) — 






Table 29. — Distribution of student registration, 1914-15, exclusive of summer 

session. 





Departments. 


University of North 
Dakota. 


North Dakota Agri- 
cultural College. 




Number. 


Per cent. 


Number. Per cent. 




675^ 


0.8 

71.6 






283 1 30. 1 








107 
116 


11.7 
12.8 


138 14.6 












Total 


905 


100.0 


939 J 100.0 







136 



STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 



Table 30. — Distribution of student registration of college grade, 1914-15, exclu- 
sive of summer session. 



Departments. 


University of North 
Dakota. 


North Dakota Agri- 
cultural Collere. 




Number. 


Per cent. 


Number. 


Per cent. 








95 

1 
4 
36 

7 
74 


33.6 








.3 








1.4 




83 
162 


12.3 

24.0 


12.7 




2.3 




26.1 




92 
279 
59 


13.6 
41.3 

8.8 






37 


13.0 








15 
14 


5.3 








4.9 










Total. 


675 


100.0 


283 


100.0 







The geographical distribution of resident students enrolled in the 
eight institutions, exclusive of summer session, for the school year 
1914-15 is shown in Table 31. The distribution by counties in 
North Dakota is exhibited also in figure 23. 



Table 31. — Distribution of resident students, exclusive of summer school (except 
at Valley City), eight institutions, 1914-15. 



Sources. 


Uni- 
versity. 


Agri- 
cultural 
college. 


Normal 
School, 
Valley 
City. 


Normal 
School, 
May- 
ville. 


Normal 
School, 
Minot. 


Normal 
and 

Indus- 
trial 

School, 
Ellen- 
dale. 


School 

of 

Science, 

Wahpe- 

ton. 


School 
of For- 
estry, 
Botti- 
neau. 


Total, 8 
institu- 
tions. 


COUNTIES IN NORTH DAKOTA. 


1 
13 

8 

9 


2 

32 
24 

3 
17 
13 


9 

299 
21 
3 

15 
4 






1 


13 












11 


4 






68 








7 




9 


11 


""i" 


2 
2 


179 


242 




20 




5 
5 

16 
15 
3 
4 
2 
3 
2 
8 

194 
3 




15 


20 




12 
224 
25 

8 
1 
2 

3 

4 
26 
10 
1 
6 
16 

21 

19 

24 
3 

23 
8 


26 
49 
20 
13 
6 
1 
18 
10 
27 
3 
4 
13 
7 
14 
26 
2 
11 




7 






50 




6 
16 




7 




302 




1 


1 

211 

2 


78 














5 






18 








5 


Eddy... 


....... 


1 


$ 


1 




31 




28 




3 




46 










8 




29 


1 








254 








26 














8 


Kidder 










2 




22 




9 

1 
14 






14 
5 


66 








9 




3 


6 






55 




3 






4 




1 


7 
3 

46 
2 
4 
5 

18 
3 


1 
1 


2 

4 




*. 


13 




3 
2 
2 


6 








6 




8 
19 










75 




1 
16 


5 






13 










63 






2 

1 






10 




47 


7 3 


> 4 






92 


Pierce 






23 



STATISTICAL COMPARISONS. 



137 



Table 31. — Distribution of resident students, exclusive of summer school {except 
at Valley City), eight institutions, 191^-15 — Continued. 



Sources. 


Uni- 
versity. 


Agri- 
cultural 
college. 


Normal 

School, 

Valley 

City. 


Normal 
School, 
May- 
ville. 


Normal 
School, 
Minot. 


Normal 
and 

Indus- 
trial 

School, 

Ellen- 
dale. 


School 

of 

Science, 

Wahpe- 

ton. 


School 
of For- 
estry, 
Botti- 
neau. 


Total, 8 
institu- 
tions. 


COUNTIES IN NORTH DA- 
KOTA — continued. 


26 
9 
S 

10 
7 
2 


41 
48 

9 
14 

6 
10 

4 


17 
24 

22" 

3 
29 
21 
1 
2 
8 
14 
59 

4" 

18 
5 
32 


13 
1 

1 
7 
16 
1 


19* 








98 




1 


2 
1 
190 
3 
13 


i' 

3' 


85 




39 




243 








38 






18 
1 


73 




26 
















Slone 








1 


1 






4 




4 
9 
6 
26 
38 
19 
3 
16 

1 
4 
1 

2 


10 
10 
29 
17 
27 
31 
13 
11 
8 






27 




26 




i 




54 






4 | 1 




102 




7 
162 
14 

1 


1 

95 
2 
4 


31 




1 






220 




3 




105 






133 


Wells 




48 






37 


OTHER STATES. 






1 




3 
5 


1 
3 
° 










8 




1 
2 


X 








11 







\ 




15 




i 1 






1 

1 


2 




4 






i 










1 
67 
1 
6 








1 






2 




io9" 

1 

14 


2 

. 72 
----- 

1 


14' 

1 

1 




4 
105 




7 




11 8 


387 




3 




3 2 


4 


i' 


42 




2 




1 
3 

2 








1 




i' 


1 




1 




4 










2 








i 


2 








2 






1 




2 


17 


2 


23 


11 ! 

l ! 


57 




1 




.1 

2 


2 

1 
1 








4 


4 




7 
2 


4 
1 


2 
1 


1 1 


35 




1 




9 




1 




1 














1 












1 






1 






1 








2 




3 




1 
1 

583 










1 














238 j 187 


2 




S62 


958 


357 


183 


2SS 


3,656 




99 
5 


171 
3 


108 
2 


27 
1 


18 


40 
2 


128 1 3 

4 \ 


594 




18 






Total outside of North 


104 


174 


110 


28 


19 42 


132 j 3 


612 








687 


1,036 


1,068 


385 


202 j 330 


370 j 190 


4,268 







138 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

Table 32. — Number of graduates of the eight institutions. 



School years. 


Uni- 
ver- 
sity. 


Agri- 
cult- 
ural 
col- 
lege. 


Nor- 
mal 
School, 
Valley 
City. 


Nor- 
mal 
School, 
May- 
ville. 


Nor- 
mal 
School, 
Minot. 


Nor- 
mal 
and 
Indus- 
trial 
School, 
Ellen- 
dale. 


School 
of Sci- 
ence, 
Wah- 
peton. 


School 
of For- 
estry, 
Botti- 
neau. 


Total, 8 
institu- 
tions. 


1900-1901 


34 
28 
52 
62 
55 
62 
86 

99 
132 

83 
130 
120 
133 


7 
4 
2 
7 
5 
8 
5 
.12 
19 
10 
24 
23 
36 
37 
33 


11 
18 
38 
33 

48 

88 
109 
145 
133 
149 
160 
155 
185 
216 


15 
22 
21 
26 
33 
54 
49 
51 
56 
40 
33 
62 
65 
75 
63 


its' 

35 


3 
12 

6 
16 
14 
12 

2 
22 
16 
32 
35 
47 
33 
43 
52 






70 








84 








119 


1903-4 






144 








155 


1905-6 






205 


1906-7 


10 
19 

48 
44 
43 
50 
57 
34 
40 


...... 

4 
6 
1 
11 
9 


239 


1907-8 


306 


1908-9 


372 




363 


1910-11 


420 


1911-12 


431 




477 


1913-14 


521 


1914-15 


581 






From date of opening to 1899- 


140 
659 

598 


15 
79 
153 


46 
692 

865 


71 
367 

298 










278 


1900-1901 to 1909-10, inclusive 
1910-11 to 1914-15, inclusive. . 


5i* 


135 
210 


121 
224 


5 
31 


2,052 
2,430 


Total from date of 
opening to 1914-15, 


1,397 


247 


1,603 


736 


51 


345 


345 


36 


4,760 







Graduates. — The number of graduates annually since 1900-1901 
is shown also (Table 32) so far as the figures are available. 

There were 140 graduates from the university in the 16 years 
prior to 1900, 659 in the 10 years following, and 598 in the 5 years 
ending 1914-15 ; total, 1,397. 

The agricultural college graduated 15 students during the first 10 
years of its existence, 79 during the next 10 years, and 153 in the 
5 years ending 1914-15 ; total, 247. 

The Valley City Normal School graduated 46 students during 
its first 10 years, 692 during the next 10 years, and 865 during the 
5 years ending 1914-15; total, 1,603. 

The Mayville Normal School graduated 71 students during its 
first 10 j T ears, 367 during the next 10 years, and 298 during the 5 
years ending 1914-15 ; total, 736. 

The Minot Normal School graduated 16 students the first year, and 
35 the second ; total, 51. 

The number of graduates of the Ellendale school for the 10 years 
following 1900 is 135; for the 5 years ending 1914-15, 210; total, 
as reported, 345. 

The total number of graduates from the School of Science at 
Wahpeton, as reported, is 345. 

The School of Forestry at Bottineau has graduated 36 students 
in 6 years. 

The total number of graduates of the 8 institutions, as reported, 
ranged from 70 in 1900-1901, and 420 in 1910-11, to 581 in 1914-15. 



STATISTICAL COMPARISONS. 



139 



For the period preceding 1900, the graduates numbered 272 ; for the 
10 years following, 2,058; for the 5 years ending 1914-15, 2,430; 
total, 4,760. 




® 



I J (68) * C/VJ KELSOM i 0fiAND F0RKS m 

3ft>S. I L - r *~' t ; — -■ ' - " *«-{ BUHLEIQH I, KIOOCR S CTUTSHMt 4, ,,„„£«, \ (SMS 

'® r ..;=.@i ,,,„ \®1®L © | f re 

4,668 



) K« i ~- r f 6.V8 f~o.w« I • v±f- S « a * 
4--JL L © r-i''" 8 I * I W-JJL&S* 

Fig. 23. — Distribution of resident students enrolled in 8 institutions in North Dakota, 
exclusive of summer session (except at Valley City, 1914—15). (See Table 31.) 

The figures above the county name in each case give the population in 1910. At that 
date the population of Golden Valley County (later divided into Golden Valley, Billings, 
and Slope Counties) was 10,186 ; and the population of Morton County (later divided 
into Morton and Sioux Counties) was 25,289. 

The figures inclosed in the circle in each case indicate the number of students from 
the county who are enrolled at the 8 institutions combined. 

The 8 institutions drew 3,656 students from the 52 counties of North Dakota (of 
whom 53.9 per cent came from the 8 counties in which the institutions are located) 
and 612 from without the State ; total, 4,268. 

In 1910 the population of North Dakota was 577,056. Approximately 60 per cent 
(estimated 55 per cent in 1916) of the population were found in that portion of the 
State located east of tbe western boundary lines of the counties of Rolette, Pierce, 
Wells, Kidder, Logan, and Mcintosh, which divide the State into two nearly equal 
parts, and 40 per cent were found in the portion west of this line ; whereas, of the 
3,656 North Dakota students in residence at the 8 institutions, approximately 76 per 
cent came from the territory east of the line indicated, and only about 24 per cent 
from west of this line. 

A line drawn on the map from Grand Forks through Mayville, Valley City, and 
Ellendale to Wahpeton, together with the eastern boundary of the State, describes a 
territory which includes all of the educational institutions except those at Minot and 
Bottineau. The 10 counties included, with an aggregate of 7,506,560 acres, constitute 
16.7 per cent of the area of the State, and with an aggregate population of 159,819 
contain 27.7 per cent of the population of the State ; on the other hand, these 10 
counties furnish 1,876, or 51.3 per cent of all the students that North Dakota sends 
to the 8 institutions (3,656). 

Outside of the 8 counties in which the institutions are located, only 13 counties are 
represented by more than 50 students per county at the 8 institutions combined. 

Of the 52 counties, 22 have fewer than 30 students per county at the 8 institutions 
combined, and with an aggregate of 311 have fewer students in all of their own State 
institutions than the neighboring State of Minnesota, which is represented by 387 stu- 
dents in North Dakota. 

Salaries. — The maximum salaries paid to members of the instruc- 
tional staffs in the 8 institutions, exclusive of presidents, range from 
$1,500 at Bottineau to $3,700 at the agricultural college (Table 33). 



140 



STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 



The minimum salaries range from $100 at the university to $1,140 
at Minot. The average salaries range from $991.66 at Bottineau to 

$1,870.54 at the agricultural college, 

Table 33. — Instructional staffs, eight institutions, ID 1 4-15. 



Univer- 
sity. 



Agricul- 
tural 
college. 



Valley ' School > 
V c ^ y : Mayville. 



Normal 
School, 
Minot. 



1. Salaries of instructional staff, exclusive of presi- 

dent, 1914-15: 

a. Maximum salary paid 

6. Minimum salary paid 

c. Total amount paid for salaries 

d. Number of instructors reporting 

e. Average salary . : 

2. Teaching activities of instructional staff, ex- 

clusive of president, 1914-15: 

a. Maximum number of class periods weekly. 

b. Minimum number of class periods weekly . 

c. Aggregate number of class periods weekly. 

d. Average number of class periods weekly. . 

3. Education and professional preparation of 

members of instructional staff, exclusive of 
president, 1915-16: 

a. Number of instructors reporting 

b. Number holding doctor's degree 

c. Number holding master's degree 

d. Number holding bachelor's degree 

e. Number reporting.'college work, but with- 

out degree 

/. Number of normal sell ool graduates 

g. Number reporting normal school work, 

but without graduating. 

ft. Number reporting no education above 

high school 

4. Number of members of instructional staff, 

exclusive of president, who report giving 
public addresses, lectures, or recitals, Sept. 1, 
1914, to Jan. 1, 1910 

5. Aggregate number of addresses, lectures, and 

recitals reported 



$3, 200 

$100 

$126, 437 

70 

$1,806.24 



$3, 700 

$595 

86, 045 

47 

$1, 870. 54 



$2,500 

$585 

$64, 920 

48 

$1, 360. 0C 



1,279 
27.8 



$2, 500 
$1,050 



25 
5 

245 
19.3 



$2,000 

$1,140 

$20, 757 

15 

$1, 383. 13 



44 

10 
424 
28.2 



50 


14 


11 
26 


3 

13 


6 




31 


5 


6 


7 



3 

150 





Normal 

and 

Industrial 

School, 
Ellendale. 


School of 

Science, 

Wahpeton. 


School of 
Forestry, 
Bottineau. 


Total, 8 in- 
stitutions. 


1. Salaries of instructional staff, exclusive of president, 
1914-15: 


$1, 800 

$300 

$20,550 

19 

$1,081.58 

45 

643 
33.8 

21 


$1,800 

$315 

$22. 500 

19 

$1,184.21 

40 

523 
27.5 

19 


$1,500 

$675 

$5, 950 

6 

$991.66 

45 

5 

172 

28.6 

7 


$3, 700 




$100 




$370, 848. 16 








$1,558.18 


2. Teaching activities of instructional staff, exclusive 
of president, 1914-15: 

a. Maximum number of class periods weekly 

b. Minimum number of class periods weekly 

c. Aggregate number of class periods weekly 

d. Average number of class periods weekly 

8. Education and professional preparation of members 

of instructional staff, exclusive of president, 
1915-16: 


45 

3 

5,647 

23.7 

260 


b. Number holding doctor's degree 


33 




1 
13 

3 

8 

4 


4 
9 
6 
3 

2 

2 

5 




70 




4 
2 


194 


«. Number reporting college work, but without 


28 




79 


g. Number reporting normal school work, but 


2 


32 


ft. Number reporting no education above high 


6 


4. Number of members of instructional staff, exclusive 
of president, who report giving public addresses, 
lectures, or recitals, Sept. 1, 1914, to Jan. 1, 1916 

6. Aggregate number of addresses, lectures, and re- 


13 
126 


5 
31 


103 
1,014 







STATISTICAL COMPARISONS. 



141 



Teaching activities. — The maximum numbers of class periods 
taught weekly per instructor range from 25 at Mayville to 45 at 
Valley City, Ellendale, and Bottineau (Table 33). The minimum 
numbers of class periods range from 3 at the university to 16 at 
Valley City. The average numbers of class periods range from 18.1 
at the university to 33.8 at Ellendale. 

Professional preparation. — The standards of scholarship main- 
tained in the 8 faculties are not high, so far as evidence is to be found 
in higher degrees held (Table 33). Of 260 instructors, only 33 
hold the doctor's degree, 70 hold the master's degree, and 194 hold 
the bachelors degree. Only 53 of the 100 instructors in the four 
normal schools are normal-school graduates. Six instructors, in three 
institutions, report having had no schooling above high school. 

Public addresses. — More than half of the instructors at the univer- 
sity and agricultural college report giving public addresses, lectures, 
and recitals ; whereas, of the 100 instructors in the 4 normal schools, 
only 22 have been active recently in this kind of work (Table 33). 

Student attendance. — The student attendance for the year 1914-15 
is shown by terms (Table 34). Combining the first semester attend- 
ance at the university with the winter term attendance at the other 
seven institutions, including the winter short course students at the 
agricultural college, the maximum aggregate enrollment for any one 
period is 3,357. 



Table 34. — Student attendance, by terms, eight institutions, 191-i-lo. 



Terms. 


Uni- 
ver- 
sity. 


Agri- 
cul- 
tural 
col- 
lege. 


Nor- 
mal 
School, 
Valley 
City. 


Nor- 
mal 
School, 
May- 
ville. 


Nor- 
mal 
School, 
Minot. 


Nor- 
mal 
and 
Indus- 
trial 
School, 
Ellen- 
dale. 


School 

of 
Science, 
Wah- 
peton. 


School 

of 
Fores- 
try, 
Bot- 
tineau. 


Total, 
8 insti- 
tutions 




759 

708 
















759 


















708 




606 
607 
312 
111 

276 


567 
624 
542 
423 


202 
224 
191 
190 


201 
201 
201 


143 
305 
220 
212 


153 
236 
155 
100 


102 
125 

46 
5 


1,974 
















336 


1,707 
276 








1 











High-school credits. — Of the 2,768 students reported as entering 
the eight institutions in 1914-15, fewer than one-third, 881, presented 
15 or more high-school credits ; of these, 214 entered the university, 98 
entered the agricultural college, and 449 entered the four normal 
schools (Table 35). Of the 1,887 students presenting less than 15 
high-school credits, 30 entered the university, 252 entered the agri- 
cultural college, and 1,168 entered the four normal schools. The 
fact that the normal schools receive such large numbers of students 
of this class, of whom 339 average but 16 years of age and 162 



142 



STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 



average 16.3 years of age, suggests that these institutions are under- 
taking a difficult task in attempting to give professional training to 
young people of insufficient maturity and inadequate previous prepa- 
ration. 



Table 35. — Numbers and average ages of students presenting specified number 
of Mgh-school credits at entrance, eight institutions, 1914-15. 



Number of students present- 
ing 15 or more high-school 
credits at entrance 

Average age of students en- 
tering with 15 or more 
high-school credits. . years . . 

Number of students present- 
ing less than 15 high-school 
credits at entrance 

Average age of students en- 
tering with less than 15 
high-school credits. . years. . 



Uni- 
ver- 
sity. 



30 
19.5 



Agri- 
cul- 
tural 
col- 
lege. 



19.5 
252 
19.1 



Nor- 
mal 
School, 
Valley 
City. 



0) 

376 
0) 



Nor- 
mal 
School, 
May- 
ville. 



46 
19.0 
339 
16.0 



School, 
Minot. 



20.2 
162 
16.3 



Nor- 
mal 
and 

Indus- 
trial 

School. 

Ellen-' 



40 
19.5 
291 
17.5 



School 
of 



Wah- 
peton. 



107 
20.5 

263 
18.9 



School 
of 



try, 
Bot- 
tineau. 



13 
19.5 
174 
17.5 



Total, 
8 insti- 
tutions. 



1 Not reported. 

Permanent investment and maintenance costs. — The State of North 
Dakota has $2,150,730.02 invested in buildings and $749,076.31 in- 
vested in equipment in the eight institutions, averaging over $500 for 
each student enrolled during the school year 1914-15 (Table 36). 
The amounts invested in buildings at the university and agricultural 
college provide for other activities in addition to those directly 
involved in giving instruction to students, which necessarily bring 
up the average investment per student enrolled. 

In the cases of the normal schools a relatively small enrollment at 
Mayville, and a new plant not yet utilized to capacity at Minot, 
explain in part the wide variation in investment in buildings per 
student enrolled. The amounts range from $217.44, at Valley City, 
to $708.56, at Minot. The amounts invested in equipment at the 
normal schools per student enrolled range from $9.98, at Mayville 
to $117.01, at Ellendale. 

The amounts of total income of normal schools for 1914-15 per 
student enrolled range from $73.96, at Valley City, to $152.94, at 
Mayville. 



STATISTICAL COMPARISONS. 



143 



Table 



-Investment in buildings and equipment and total income per student 
enrolled in 1914-15, eight institutions. 



Univer- 
sity. 1 



Agricul- 
tural 
College. 1 



Normal 
School, 
Valley 
City. 



Normal 
School, 
Mayville. 



Normal 
School, 
Minot. 



Total investment to date in buildings 

Investment in buildings per student en- 
rolled in 1914-15 

Total investment to date in equipment, 
exclusive of grounds 

Investment in equipment per student en- 
rolled in 1914-15 

Total income, school year 1914-15 

Total income per student enrolled in 
1914-15 



$508,597.05 

409. 82 

272,069.54 



219.23 
400, 743. 55 



$554,800.00 

473. 78 

315,730.00 

269.62 
429,382.45 



$353,350.00 

217.44 

59,504.67 

36.61 
120,192.96 



$180,675.00 

447. 21 

•4,032.95 



61, 779. 86 
152.94 



$255,712.00 

708. 56 

27,337.00 



Normal 
and Indus- 
trial 

School, 
Ellendale. 


School of 

Science, 

Wahpeton. 


School of 
Forestry, 
Bottineau. 


$126,575.97 
394. 31 

37,563.00 

117.01 

48, 197. 20 
150. 14 


$113,020.00 
216. 51 

25,082.25 

48.05 

34,280.77 
65.67 


$58,000.00 
310. 16 

7, 756. 90 

41.48 

12,283.51 

65.69 



Total, 8 
institutions. 



Total investment to date in building s 

Investment in buildings per student enrolled in 1914-15 
Total investment to date in equipment, exclusive of 

grounds 

Investment in equipment per student enrolled in 

1914-15 

Total income, school year 1914-15 

Total income per student enrolled in 1914-15 



$2,150,730.02 
376. 59 



131. 16 
1,161,393.66 



1 Includes experiment stations and other noninstructional activities, since it was impossible to distin- 
guish clearly in the. accounts as reported. 

The School of Science and the School of Forestry have approxi- 
mately the same amounts invested in equipment per student enrolled, 
$48.05 and $41.48, respectively, and the same total income per student, 
$65.67 and $65.69, respectively. The investment in buildings per stu- 
dent enrolled in 1914-15 was $216.51 at the School of Science and 
$310,16 at the School of Forestry. 

DISTRIBUTION OF GRADUATES BY OCCUPATION. 



The graduates of the six institutions reporting are summarized in 
Table 37 according to their present occupations. It is very unfortu- 
nate that records have not been kept to show the present occupations 
of the 1,397 graduates of the university and the 736 graduates of the 
normal school at Mayville. These two groups together constitute 
45.1 per cent of the total number of graduates of the eight institu- 
tions, 4,729. 



144 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

Table 37. — Distribution of graduates by occupation. 1 



Occupation groups. 


Agri- 
cul- 
tural 

College, 
Fargo. 


Nor- 
mal 
School, 
Valley 
City. 


Nor- 
mal 
School, 
Minot. 


Nor- 
mal 
and 
Indus- 
trial 
School, 
Ellen- 
dale. 


School 
of Sci- 
ence, 
Wah- 
peton. 


School 
of For- 
estry, 
Botti- 
neau. 


Total, 
six in- 
stitu- 
tions. 




66 






8 
8 


47 
47 


3 
3 


124 








92 


b. Investigation, extension, and station 


32 
123 

79 
16 
18 

1 

6 

3 
31 
24 , 

2 

5 
20 






32 




1,034 
964 

46 


46 
41 
5 


216 
126 

75 
6 
5 
3 
1 

31 

26 
3 
2 

79 


100 
50 
21 
11 
9 
3 
6 
137 
36 
25 
76 
53 
3 


23 
6 
12 

'"~2 
3 

7 

7 

" "2" 


1.542 




1,266 




175 




35 




11 

9 
4 
58 
53 
5 




28 




24 




14 




264 




146 




35 


c. Stenographers, bookkeepers, clerks 


83 


381 


3 


538 




3 




9 






7 
4 


16 




130 
1,603 


2 


5 

345 


35" 


141 


8. Total 


219 


51 345 


2,628 











1 Records of the present occupations of 1,397 graduates of the university, and of the 736 graduates of the 
normal school at May ville, are not available. 

Of the 2,628 graduates of the six institutions for whom informa- 
tion is available, only 249 are contributed by the agricultural col- 
lege; and of these only 66 are reported as engaged in agricultural 
pursuits. So far as its graduates are concerned, therefore, the 
agricultural college is not the factor in the vocational life of the 
people of the State that it should be. Three normal schools con- 
tribute 1,999 graduates, of whom 1,131 are teaching and 126 are 
students. More than one-tenth of all the graduates reported, 264, 
are engaged in commercial pursuits, and more than one-fifth, 538, 
are home makers. 

The graduates of the university for the years 1888-89 to 1914-15, 
inclusive, classified by departments, are distributed as follows: 

Graduates. Per cent. 
Professional schools 985 70.5 

Law 311 22.2 

Engineering 107 7.6 

Education 513 36. 6 

Medicine 14 1. 

School for nurses 3 .9 

Graduate school _. 37 2. 6 

College of liberal arts___ 412 29.5 

Grand total 1,397 100.0 

The graduates of the agricultural college for the years 1894-95 
to 1914-15, inclusive, classified by departments, are distributed as 
follows : 



STATISTICAL COMPARISONS. 145 

Graduates. Per cent, 

Agriculture 75 30. 1 

Engineering 38 15.3 

Science r 75 30.1 

General science 61 24. 5 

Chemistry 8 3.2 

Biology 3 1.2 

Pharmaceutical chemistry 3 1. 2 

Home economics 57 22. 9 

Education 4 1. 6 

Total 249 100.0 

In figure 24 the percentage distribution of the graduates, by occu- 
pation, is compared with the census distribution of gainful occupa- 
tions in North Dakota, 1910. The graduates of the six institutions 
are distributed as follows: Agricultural pursuits, 4.7 per cent; pro- 
fessional, 59.4 per cent; commercial, 10.1 per cent; mechanical, 0.1 
per cent ; home making, 20.7 per cent ; all others, 4.9 per cent. Accord- 
ing to the 1910 census the percentage distribution of persons engaged 
in gainful occupations in North Dakota was as follows : Agricultural 
pursuits (including " agriculture, forestry, and animal husbandry"), 
60.2 per cent; professional (including "professional service" and 
"public service not elsewhere classified"), 5.2 per cent; commercial 
(including "trade" and "clerical service"), 10.1 per cent; mechani- 
cal (including "manufacturing and mechanical industries" and 
"extraction of minerals") 10 per cent; home making, not enumer- 
ated ; all others, 14.4 per cent. 

The comparison emphasizes in a striking manner the fact that the 
State educational institutions in North Dakota are not adjusted to 
the vocational needs of the State, so far as the contributions made 
by the institutions are indicated in the occupations chosen by the 
graduates. Measured in these terms, North Dakota is spending 
approximately 60 per cent of her effort in State-supported educa- 
tional institutions to prepare men and women for the professions, 
which represent only about 5 per cent of the vocational opportunities 
in the State, while devoting less than 5 per cent of her effort to 
preparation for agricultural pursuits, which represent 60 per cent 
of the occupations enumerated. 

That this is a radical departure from the original policy which 
led to the founding of the institutions is apparent in the language 
used in the laws establishing them, and a study of the distribution 
of appropriations for the school year 1914-15 indicates that at the 
present time it is the evident intention of the State to give relatively 
less emphasis to preparation for the professions than actually is 
given. As shown in Table 38, 41 per cent of the cost of maintaining 
the eight institutions was definitely incurred for agricultural and 
46136°— Bull. 27—17 10 



146 



STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 



industrial education. It is to be noted that in this table the Normal 
and Industrial School at Ellendale is included in the normal school 




13 £ 3 „ "S 

a. - - s- 

n O ., OJ •» 

s ot as 



« .2 i c r 
a 1 - r - * 



•S v. <=> a » 



cS os 2 * J 

- % a * t 

«£ So l< 

°* *" & 1 %. 

■8 o .9 8 I 

5 a & a s 



^ 5 | B SB 2 

.a ^ b a « 

r s _« - -s § 



6 M £ 3 2 | 

9 f % * £ t* 

•~ oS -h a, oT a 

- -a o « o 

a» +3 g ■ - - 

■9 * 1 1 ~ S 

;/. i i 3 .S O 



i « a 

a — v 



.2 S 3 Z » 
— -r o 2 o 
^ oS d 33 9" ® 



* J§ 5 ** ° * 



_ -w O ~ 

| O ,C OJ k J 

29 H 



list, since the training of teachers appears to be its chief function at 
the present time, although it was originally established as an indus- 
trial school. 



STATISTICAL COMPARISONS. 
Table 38. — Income of institutions for 1914-15. 



147 



Institutions. 


Amount. 


Per cent. 


University and normal schools: 


S400, 743. 55 
120,192.96 
61,779.86 
54,533.36 
48, 197. 20 
























Total 


685, 446. 66 


59.0 






Agricultural college and industrial schools: 


429, 382. 45 
34, 280. 77 
12,283.51 
















Total . ..'. 


475,946.73 


41.0 








1, 161, 393. 66 


100.0 







It would be an error to conclude that the State institutions should 
prepare fewer persons for the professions. There is abundant evi- 
dence that the supply of trained teachers, especially, is entirely 
inadequate. 

It would be an error also to assume that the facts presented are 
inconclusive with respect to the point here made, by reason of the 
omission of the records of 2,008 graduates of two institutions. If 
the present occupations of all the graduates of the university, in- 
cluding the graduates of the professional schools of law, medicine, 
engineering, and education, and of the graduates of the Mayville 
Normal School were known and added to the tabulation, it is reason- 
ably certain that a far larger proportion of them would be classified 
under "professional pursuits" than under "agricultural pursuits.*' 
It can not be contended that in a distribution of the total number of 
graduates the "agricultural"' group would probably constitute a 
materially greater percentage of the whole than is shown in figure 24, 
nor that the "professional" group would be much smaller propor- 
tionately than that indicated. 

Further, it would be unfair to assume that the contribution made 
to agricultural education by the institutions in North Dakota is 
actually in proportion to the number of graduates who engage in 
agricultural pursuits, since many persons who are not graduates 
have received practical and helpful instruction in farming, and the 
agricultural interests of the State are benefited in many other ways 
than by the registration of students in agricultural courses. 

After making due allowance for all of these considerations, how- 
ever, the figures given emphasize the great need of agricultural edu- 
cation in North Dakota. 

Some figures given in a recent study furnish additional evidence 
that the demand for higher education in North Dakota has not been 



148 



STATE HIGHEE INSTITUTIONS OF NORTH DAKOTA. 



fully met. 1 According to this study there were 213 young persons 
from North Dakota enrolled as students in 27 of the leading col- 
leges and universities outside the State during the academic year 
1914-15, as follows: University of California, 3; Cincinnati, 1; 
Columbia, 18; Cornell, 5; Harvard, 3; Illinois, 15; Iowa State, 4; 
Johns Hopkins, 4; Michigan, 8; Minnesota, 60; Missouri, 2; North- 
western, 38; Ohio State, 2; Stanford, 2; Syracuse, 2; Tulane, 4; Vir- 
ginia, 1; Western Reserve, 1; Wisconsin, 25; Yale, 3; Dartmouth, 1; 
Massachusetts Institute of Technology, 3; Purdue, 3; Williams, 2; 
Smith, 1; Vassar, 1; Wellesley, 1; total, 213. 

SIZE OF CLASSES AT EIGHT INSTITUTIONS. 

At the request of the survey commission the president of each 
institution prepared a detailed report on the number of students in 
attendance during the week of April 10-16, 1916. A summary of 
these reports is presented in Table 39. 

Table 39. — Data on size of classes for the ivcek of April 10-16, 1916. 



Number of students 



1 

2 

3 

4 

5 

6-9 

10-14 

15-19 

20-29 

30-39 

40-49 

50 and over 

Total 



Meetings of classes. 



3,213 



Uni- 
versity 



Agricul- 
tural 



Vfllev 
City. 



May- 
ville. 



Ellen- 
dale. 



Wah- 
peton. 



Botti- 
neau. 



During the week in question there were in the eight State insti- 
tutions, 143 meetings of classes at which only 1 student was in at- 
tendance, 195 meetings at which 2 students were present, 116 meet- 
ings at which 3 students were present, and 208 meetings at which 4 
students were present; a total of 662 meetings of classes in the 8 
institutions having less than 5 students in attendance. These 662 
meetings of classes constitute slightly more than one-fifth, 20.6 per 
cent, of the entire number meeting during the week, 3,213. 

That is, assuming an average cost per meeting of class, 20.6 per 
cent of the cost of instruction for the week was incurred for the 
maintenance of classes having less than 5 students each. Or, to put 

1 J. C. Burg : The Geographical Distribution of the Student Body at a Number of 
Universities and Colleges ; School and Society, Nov. G, 1915, pp. 676-683. 



STATISTICAL COMPARISONS. 



149 



it in another way, of every dollar expended for instruction, 20.6 
cents was expended for meetings of classes of 1 to 4 students each. 

Considerable variation among the institutions in this respect is 
disclosed by the table, ranging from no meetings of less than 5 stu- 
dents at the State Normal School at Mayville, to more than one-half 
the entire number at the School of Forestry at Bottineau. 

Combining the figures for meetings of classes of less than 10 stu- 
dents, an equally startling situation is disclosed. Of a total of 3,213 
meetings of classes, 1,354 or 42.1 per cent, were attended by less than 
10 students. 

Table 40 presents a list of classes attended by not more than 5 stu- 
dents at any meeting of the class during the week in question. 

Table 40. — Meetings of classes attended by not more than five students during 
the iceek April 10-16, 1916. 



[This list does not include any class reporting an attendance of six or more students at anv meeting of i 
class during the week.] 



Subjects and catalogue 
numbers. 




UNIVERSITY, 

Biology 6 

Biology 24 

Botany 16 

Botany 8 

Botany 20 

Chemistry 18 

Do 

Graduate chemistry . 

Chemistry 14 

Glass working 

Economics 28 

Economics 54 

Labor problems 

History of socialism . 

Economic theory 

Education 
Education 20 

Do 

English 20 

English 24 

English 32 

English 6 

English 10 

English 30 

Geology 10 

Geology 8 

Geology 22 

German 15 

Greek 2 

Greek 4 

Greek 10 

History 7 

History 18 

Latin 2 

Latin 8 

Latin8 

Latin 10 

Manual training U 

Manual training III 

Manual training advanced 

Mathematics 8 

Physics 6 

Physics 12 

Physics 14 

Physics 16 

French 6 

Norse 160 

Swedish 11, 12 



3 
1 
1 
4-5 
1 

2 i 
2 
1 
3 
1 

3 i 

i ! 

5 
1 

1 i 
2 



1-5 

5 ! 

4 i 
3 
2 
4 j 
2 
5 
3 
5 
4-5 

4 ; 

5 
3-4 

4 

3 

4 
4-5 

4 

2 

2 

2 
1 

1 
3 

2 
1 

1 i 



Subjects and catalogue 
numbers. 



Number 
of ses- 
sions. 



university— continued. 

Sociology 4 

Sociology 14 

Education 110 

Education 112 

Education 

Education 108 

Education 158 

Education 152 

Principles of nursing 

Mechanical engineering 8 (4). 

Mechanical engineering 10, . . 

Mechanical engineering X 34. 

Architectural drawing 

Electrical engineering 2 

Electrical engineering 14 

Electrical engineering thesis. . 

Mechanical engineering X 36 
(2) 

Mechanical engineering X 36 
(1) 

Mechanical engineering 32. . . 

Mechanical engineering X 44. 

Mechanical engineering 6 

Machine shop 8 

Machine shop 6 

Machine shop 5 

Industrial engineering chem- 
istry 

Graduate chemistry 

Ceramics 

Mining engineering 2 

Do 

Metallurgy 2 

Ore treatment 

Experimental testing 

Industrial engineering chem- 
istry 10 

Industrial engineering chem- 
istry 12 

Analytical work 

Ceramics 6 (a) 

agricultural college. 

Thesis class (agronomy) 

Dairying 5 

Dairying 6 

Dairying 8 



Number 
of stu- 
dents. 



4 
3 
4 
4 
2 
3 
2 
4 
3-4 
5 
1 
5 
2 
2 
1 
3 



150 



STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 



Table 40. — Meetings of classes attended, etc. — Continued. 



Subjects and catalogue 
numbers. 



AGRICULTURAL COLLEGE-— COll. 

Animal husbandry 9 

Agronomy 8 

Agronomy 9 

Agronomy 10 

Thesis class (agronomy) 

Botany 3 

Botany 18 

Botany 13 

Botany 17(1) 

Botany 17(2) 

Bacteriology 13 

Bacteriology 9 

Bacteriology 10 

Bacteriology 12 

Bacteriology 11 

Chemistry i3 

Chemistry 8 (2) 

Chemistry 24 

Pharmacy 12 

Education 14 

English 15 

Philosophy3 

English 21 

Special work (English) 

Mechanical engineering 38 

Civil engineering 4 

Civil engineering 4(1) 

Civil engineering 17 

Civil engineering 19 

Civil engineering 8 

Mechanical engineering 15 

Mechanical engineering 29 

Mechanical engineering 23 

Mechanical engineering 3 

Mechanical engineering 28 

Mechanical engineering 39 

Mechanical engineering 9 

Mechanical engineering 10 

Mechanical engineering 7 

Mechanical engineering 11 

Mechanical engineering 14 

Architecture 19 

Architecture 15. . . 

Architecture 16 

Architecture 6 

Architecture 13 

Architecture 18 

Architecture 9 

Domestic science 18 

Mathematics 14 

Mathematics 17 

Mathematics 16 

German 9 

French 6 

Public speaking 1 

Public speaking 6 , 

Public speaking 7 

Veterinary science 13 

Veterinary science 15 

Harmony , 

Musical history 

Gymnasium 5". 

Gymnasium 6 

STATE NORMAL SCHOOL, VAL- 
LEY CITY. 

Psychology 51a 

Singing method 

Writing 

Commercial law 

Mathematics 21 

Latin 23 

Latin 33 

German 33 

English expression 

Expression 

Stenograpny 23 

Typewriting and transcrib- 
ing 2 

Manual training methods 



Number 
of ses- 
sions. 



Number 
of stu- 
dents. 



Subjects and catalogue 
numbers. 



Number Number 
of ses- ! of stu- 
sions. dents. 



STATE NORMAL SCHOOL, VAL- 
LEY city — continued. 

Mechanical drawing 1 

i Mechanical drawing 2 

Copperwork : 

Shopwork 

Physical education methods.. 

Methods of coaching 

Hygiene and sanitation 

Apparatus work (gymnasium) 

STATE NORMAL SCHOOL, 
MAYVILLE. 

General English literature 

STATE NORMAL SCHOOL, MINOT. 

Household management 

School administration 



STATE NORMAL AND INDUS- 
TRIAL SCHOOL, ELLENDALE. 

Civics 

Latin I 

Latin III 

Qualitative chemistry 

Trigonometry, surveying 

Preparatory English 

Preparatory arithmetic f . . 

Preparatory history 



College algebra 

Physics I 

Mechanism 

Botany 

German b 

German I 

German II 

Latin a 

Telephony 

Wireless telegraphy 

Machine shop 

Wood shop 

Dietetics 

Textiles 

Home nursing 2 

Food study 

Plain sewing 1 

Plain sewing 2 

Dressmaking 

Senior cooking 

Millinery 

Shorthand 1 

Shorthand 2 

Shorthand 3 

Typewriting 1 

Typewriting 2 

Typewriting 6 



Sewing 1 

Cookery 1 

Shorthand II 

Shorthand III 

Typewriting II 

Mechanical drawing 

English I 

English II 

Advanced chemistry . . . 

College English 

Expression 

United States history... 

Ancient history 

Poultry 

Elementary woodwork. 
Win-less telegraphy 

Music 

Physiology 



STATISTICAL COMPARISONS. 



151 



ATTENDANCE. 

Table 41 presents a summary of the reports on students attendance 
for the week of April 10-16, 1916. The total number of students 
reported as being in attendance upon one or more classes during the 
week is 2,259. The sum of the numbers of students attending all 
classes for the week is 16,617, an average of 20.6 times present per 
student. Only two institutions fall below this average, the university 
and the School of Forestry. Concerning the university, it may be 
noted that an average of nearly 16 meetings of classes per student 
per week accords with the conditions prevailing in college and uni- 
versity work. The low average per student for the School of For- 
estiy, 7.7 classes per week, has been explained elsewhere (see p. 114). 

Table 41. — Data on attendance for the week of Apr. 10-16, 1916. 



Number of students re- 
ported 

Aggregate number times 
present 

Average number times 
present per student 

Aggregate number meet- 
ings of classes 

Average student attend- 
ance per class 



2,259 
46, 617 
20.6 
3,213 
14.5 



Uni- 
ver- 



706 

11,174 

15.8 

816 
13.7 



Agri- 
cultural 
col- 
lege^ 



203 

4,187 
20.6 
454 
9.2 



Vallev 
City.s 



539 

13,542 

25.1 

721 
18.8 



Mav- 
ville, 3 



204 
5,339 
26.1 

249 
21.4 



206 
24.0 



Ellen- 
dale. 



190 
4,249 
22.3 



106 
2,351 
22.1 



Botti- 
neau. 



1 Exclusive of students in model high school. 

2 Exclusive of students in agricultural and manual training high school. 

3 Exclusive of children in training school. 

By dividing the number representing the aggregate number of 
times present during the week by the number of meetings of classes, 
an average number of students in attendance per class is obtained, 
14.5. Two institutions fall very much below this average, the School 
of Science and the School of Forestry. The figures in Table 41, 
taken in conjunction with those in Table 42, suggest the desirability 
of further investigation to determine the justification for the con- 
tinuance of small classes. 

The figures for two institutions, on the other hand, show averages 
considerably in excess of the general average, the Normal Schools 
at Mayville and Minot. One fact partially explaining the high 
average of the Normal School at Minot does not appear in the sum- 
mary; namely, in a considerable proportion of cases (approximately 
40 per cent of the entire number of classes) students of high-school 
grade are admitted to the same classes in which graduates of accred- 
ited high schools are receiving instruction. This practice serves to 



152 



STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 



keep down the number of separate courses and classes, and is perhaps 
not objectionable in certain subjects. Careful inquiry should be made 



Percentage of Average Expenditures for Instruction 

for classes having specified number of students attending 

f or the Week of April 10-16, 1916 

Eight Institutions: North Dakota 



PERCENT 
60 



PERCENT 
60 



PERCENT 
60 




BOTTINEAU 



Fig. 25. — The wide range in the proportion of students taught in classes of one to four 
may be noted by comparing the height of the first left-hand rectangles in the dis- 
tributions for Minot and Bottineau, respectively. Compare also the " 20-29 students " 
rectangles at Mayville and Bottineau, respectively. 

here to determine the point beyond which economy in this respect 

is detrimental to the interests of. the real work of the normal school. 

The facts set forth in Tables 39, 40, and 41 are reduced to a cost 

basis in Table 42, and presented in graphic form in figures 25 and 26. 



STATISTICAL COMPARISONS. 153 

Table 42. — Relative cost of instruction for the week of Apr. 10-16, 1916. 



Number of students 
attending. 


Of each dollar expended for instruction, the amount expended on classes having 
specified number of students. 


Aver- 
age. 


Univer- 
sity. 


Agricul- 
tural 
college. 


Valley 
City. 


May- 
ville. 


Minot. 


Ellen- 
dale. 


Wahpe- 
ton. 


Botti- 
neau. 




$0. 206 
.215 
.167 
.128 
.183 
.058 
.029 
.012 


SO. 231 
.240 
.149 
.105 
.181 
.061 
.011 
.017 


$0,381 
.267 
.149 
.090 
.077 
.022 
.004 
.006 


$0. 104 
.148 
.140 
.191 
.281 
.054 
.065 
.015 




$0,024 
.123 
.177 
.142 
.138 
.216 
.123 
.054 


SO. 108 
.270 
.279 
.141 
.183 
.003 
.015 


$0,341 
.341 
.216 
.039 

.062 


$0. 591 




SO 


<Jii4 
176 
224 
361 
152 
024 


.242 




.053 


15 to 19 


.037 




.037 


30 to 39 


.037 

























Proportionate Average Expenditures for Instruction 
for classes having specified number of students attendin& 
Por the Week of April 10-16, 1916 
Eri&hT Institutions, North Dakota 



FOR EACH DOLLAR EXPENDED: 




Fig. 20. — Because of the excessive number of small classes, nearly half of the cost 
of instruction is absorbed by classes having fewer than 10 students — $42.10 out of 
each $100. 



154 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

Hasty conclusions should not be drawn from these figures (Table 
42). The information available does not warrant arbitrary recom- 
mendations concerning the abolition of any or all of these small 
classes. The maintenance of a small class is a matter of internal 
administration, and frequently of expediency, and the decision should 
be reached only after careful examination of the facts in each case. 

It seems evident, however, that there are in the eight institutions 
a number of courses the demand for which is not sufficient to justify 
their maintenance. The presidents of the institutions should be 
requested to scrutinize these lists with the greatest care for the 
purpose of eliminating all courses for which clear cases of necessity 
or expediency can not be made out. 

If many courses essentially the same are given in two or more in- 
stitutions with very small numbers taking them, it becomes desirable 
to consider carefully the relative need for such courses and the ad- 
visability of eliminating them from some of the institutions in the 
interest of economy to the end that the State may receive the largest 
possible service from its institutions. This is a matter for the 
cooperation of the board of regents and the administrative officers 
of the institutions concerned. 



Chapter XL 



DUPLICATION OF COURSES AND CLASSES AT THE UNIVERSITY 
AND THE AGRICULTURAL COLLEGE. 



Ill Table 43 is presented a list of the classes, arranged by depart- 
ments, at the university and the agricultural college which held 
meetings during the week of April 10-16, 1916. At this time com- 
paratively few irregular and short-course students were present at 
any of the institutions, but it is assumed that at all the institutions 
a very large majority of the students who attended through the year 
were present. The various courses are arranged in parallel columns 
to show to what extent there is duplication of work at the two insti- 
tutions. Were all the courses outlined in the catalogues of the two 
institutions included, the table would be still more instructive; but 
so many of those offered had no students taking them that it is 
thought best to omit them from the table. 1 As noted elsewhere, the 
amount of objectionable duplication of work does not constitute a 
serious problem at the present time ; it is not nearly so serious as that 
of the maintenance of a large number of very small classes. Some 
of these small classes, especially in the higher courses, are necessary 
and are not to be considered objectionable : but it is believed that, 
in the interest of efficiency, economy, and the best service of the 
State, this table should be studied very carefully both by the board 
of regents and by the executive officers and faculties of the institu- 
tions. The future of the two institutions must depend on a clear 
definition of their respective fields of effort, and a complete mutual 
understanding of their major aims and purposes. 

If the recommendations made in this report for the avoidance of 
duplication at the university and the agricultural college had been 
made in April, 1916, only 11 classes and 30 students at the college 
would have been affected, counting the total number of attendants in 
all these classes and counting two or more times all such students 
as were enrolled in more than one of these classes. 2 Of these 30 
students, 25 were in 7 junior classes and 5 in 4 senior classes. The 
commission is not sure that the courses designated as M. E. 15 and 
M. E. 29 might not be included under industrial engineering, as 
defined in this report. If they should be so included, then the total 
number of classes affected would have been only 9 and the total of 
class attendants only 24. No students of the university would have 
been affected. 

1 See Tables 55 aud 56, Appendix XI. " See Table 44. 

155 



156 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

Table 43. — Meetings of classes held daring the loeek 



University. 



Course number. 



Subject. 



Rank of instructor. 



Meet- 
ings. 



Students at- 
tending. 



Agriculturi 



Art and Design. 
Art and design ... 2 



Biology. 



Botany. 



Chemistry. 



... 2 
2 
2(1) 
2(2) 
2(3) 
2 
2(e) 

4(1) 
4(2) 
6 
6 
8 
16 
16 
14 



Art and design. 



....do 

....do 

....do 

Art for teachers. 
Applied art 



Instructor 
assistant. 
Assistant.. 
Instructor.. 

....do 

....do 

....do 



History of painting, 

Appreciation of pictures. 



Evolution and heredity 

Biological seminar 

Vertebrate comparative anatomy. 

Research 

Elementary plant physiology 

General botany 

Plant ph ysiology 



Trofessor 

....do 

....do 

....do 

Assistant professor 

do 

....do 



.do. 



General chemistry, lecture 

General chemistry 

do 

....do 

....do 

....do 

General chemistry, for engineering 

students. 

Quantitative analysis 

do 

Chemistry of foods 

do 

Organic chemistry 

Individual research, recitation 

Individual research, laboratory . . 

Photo-chemistry 

Recitation 

do 

Chemistry seminar 

Graduate course do 

Glass working Instructor 

Industrial engineering chemistry Professor.. 

for mining engineering students. I 



Professor 

Assistant professor 

Instructor 

....do 

....do 

....do 

Assistant professor 



....do 

....do 

Professor 

Instructor 

....do 

Professor 

....do 

Assistantprofessor 

Professor 

....do 

....do.' 



16,17,16,16,17 

10, 10, 10, 10, 10 

9,9,9 

9,9 

11,11,11 

16 

11,11 

12 

16,16 "... 

3 

22, 21, 23, 22, 23 

1 

5,5,5,4 

6,6,7,7 

1,1,1,1,1 

1 



54,111,53.. 
24,26,23,24 
14, 15, 14, 16 
20, 23, 20, 21 
17,21,21,21 

18,18 

13, 14, 14, 14 

11, 13, 13, 13 
5,4,6,6.... 

21,21 

21,12,8.... 
18, 19, 8. . . . 

6 

6,2,2 

3,3 

2,2 

2,2,2 

9 

1,1,1,1.... 

1 

4, 4 



DUPLICATION OF COUESES. 



157 



of April 10-16, 1916 — University and agricultural work. 



Agricultural College. 



Course number. 



Subject. 



Rank of instructor. 



Meet- 
ings, 



Students at- 
tending. 



Year of 
course. 



Agriculture. 

Horticulture. 2 
6 
10 

Agronomy... 1 
2 

Dairy 5 

6 
8 

Anim. husb . 3 



10 
Agronomy.. 7 



Architecture. 
Architecture. 6 



Biology. 

Botany 3 

3 

13 

17 



18 
20 

Zoology 3 

8 
12 

Chemistry. 

Chemistry. 3(2) 
3(2) 
4(2) 
4(2) 
8(2) 



9(2) 

10(2) 

13 



7(3) 
27 



Plant propagation 

Horticultural elective 

Forestry 

Farm crops 

Crops laboratory 

Thesis class 

Ice cream 

Cheese making 

City market milk supplies 

Breeds of live stock 

Judging live stock 

Care and management 

Care and management, prac- 
tice work. 

do 

Herd-book study 

Soil physics and management. 
Soil management laboratory... 

do 

Soil fertility 

Soil fertility laboratory„ 

Thesis class 



Design 

Free-hand drawing 

....do 

Water color 

Design 



History of architecture 

History of sculpture and paint- 
ing. 



General introductory botany. . 

do 

Plant physiology and pa- 
thology. 

Advanced botany and investi- 
gation. 

do 

Elementary pharmaceutical 
botany. 

do 

Botany for home economics 
students. 

Zoological foundations 

Animal parasites 

Human physiology 



Inorganic chemistry 

Qualitative chemistry 

do 

Elementary quantitative 
'chemistry. 

Organic chemistry 

Organic preparations 

Elementary physical chem- 
istry. 

Industrial chemistry for engi- 
neering students. 

Organic industrial chemistry. . 

Elementary physiological 

• chemistry for home eco- 
nomics students. 

Inorganic constituents for 
home economics students. 

General chemistry for students 
in veterinary science. 

Toxicology and urinology 



Professor. 
....do... 
....do... 
....do... 
....do... 
....do... 
....do... 
....do... 
....do... 
....do... 
....do... 
....do... 
....do... 



....do 

....do 

Assistant professor 

do 

....do 

....do 

....do 

....do 



Instructor. 
....do.... 



Associate professor 
do 



Professor. 
....do... 
....do... 



Professor. 
....do... 
....do... 
....do... 
....do... 



26,26,26,26.. 

5,5,5 

7,7 

18,18 

18 

2,2 

4,4 

4,4 

4,4,4 

27, 27, 26, 27, 2 

24,22 

9,11,11 

6,6,6 

5,5,4 

6,6 

18,18,19 

3,3 

15 

3,3 

2,3 

2,2,2 

2,2 

2 2 

1,1.'.'.'.'.'.'.'.'.'. 
1,1 

1,1,1,1,1.... 

2 2 
2,2.'.'.'.'.'.'.'.'.'. 



22,22,22 

3,3 


1 


1,1,1,1,1 

1,1,1 




2,2 


14,14,15,15.... 

6,19,19 

6,6.6,6,6 



Do. 

Do. 
Senior. 
Junior. 

Do. 
Senior. 
Freshman. 

Do. 
Junior. 

Do. 

Do. 

Do. 

Soph. 

Do! 

Junior. 
Do. 

Senior. 



Soph. 

Do. 

Junior. 

Do. 

Do. 

Soph. 

Junior. 



Freshman. 
Do. 

Senior. 



Do. 

Soph. 



Do. 

Freshman. 



4,4,4.... 

17,17,17. 
15,13.... 
3,3,3.... 



1,1,1,1,1. 

39,38,36.. 



20,20,20.. 
7,8,8,8,8. 
6,7,7,7,7. 



Do. 
Soph. 
Junior. 



Freshman. 

Do. 

Do. 

Do. 
Soph. 

Do. 

Do. 

Junior. 



Soph. 



Senior. 
Soph. 



Freshman. 

Do. 
Senior. 



158 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

Table 43. — Meetings of classes held during the week of April 



University. 


Course number. 


Subject. 


Rank of Instructor. 


Meet- Students at- 
ings. j tenrling. 


Chemistry— Con. 
Chemistry 10 


Industrial engineering chemistry. . 


Instructor 

do 


4 
4 
6 

2 

1 

1 
2 
2 
1 
2 
2 
2 

2 
4 

4 
2 
2 
1 

4 

4 

3 

2 
2 

2 

2 
3 
2 
2 
2 

4 

4 

1 

1 
1 
4 

4 
4 
3 
1 

2 
3 
3 
2 

2 

2 
1 

1 
5 
2 


4, 4, 4, 4 


2,2,2,2 

2,2,2,2,2,2 

7,7... 


Education. 


Analytical work 

Theory and practice of teaching- 
English in high schools 


do 


110 


do 




112 




do 


4 






....do 


2,2 


108 




....do 


3,3.. 


156 








158 






2,2 . 


152 




do 


4,4.. . 


162 




Associate professor 


5,8 








2a 




.do 


55,52,56,53 

8, 8, 8, 8 


10 




. ..do 


16 




.do 




18 




.do 


16,17 






. ..do 


2.. . 






Assistant professor 


21,20,20,21 

62,65,65,65 

10,10,10. 


4 


Special methods in the elementary 
school. 

School supervision and adminis- 
tration. 

School administration seminary. . . 


8 


do 


20 


.do 




20 


....do 


3,3 


Engineering. 

Civil Engineering. 

Survoying 2 

2 








do 

Surveying 

Topography 


do 

do 

do 

. ..do 


9,9 


4 
8 


10,10,10 

6.6 


8 


8,8 


12 




do 








do 


7,7,7 7 






do 


8,8,8,8 

5 

5 


M E X 44 




.do 


X 44 




Instructor 


Electrical Engi- 
neering. 

M. E. X 42 




X 42 




Assistant professor 

do 

....do 


6 . 


E E 2 


Direct current machinery 


2, 2, 2, 2 . 


8 




10 




....do 


6,6,6,6 . . 


14 




do 


1,1,1 






..do 




Engineering Draw- 
ing. 






2,2 


ME 2 




Assistant professor 


6 6,6 


2 




9,9,9 


4 


Mechanical drawing, civil engi- 
neering students. 

Mechanical drawing, mechanical 
and electrical engineering stu- 
dents. 


.do... 


8,8 


4 


do 


11,11 


M. E 4 


Instructor 

do 




6 




1 


6 


do 


...do 


1 . 


10 


do 






Mux E 2 


Mining engineering drawing 


Assistant professor 


2,2 



DUPLICATION OF COURSES. 
10-16, 1916 — University and agricultural college— Continued. 



159 



Agricultural College. 


Course number. 


Subject. 


Rank o f Instructor. 


Meet- 
ings. 


Students at- 
tending. 


Year of 
course. 


Education. 

Education. . .4 

5 

14 

Engineering. 

Civil Engi- 
neering. 

CE 1 (1) 

4 
4 (1) 

15 

17 

8 
19 

Electrical 
Engineering. 

Engineering 

Drawing. 

M.E 7 

ll 
9 
10 

38 






4 
3 

2 

1 

2 

4 
2 

4 

4 

5 

4 

5 
3 
2 
2 

2 


23,24.24,25.... 
17,17,17 

16,18 




Agricultural and industrial 
education. 


do.. 

.... do 


Junior. 
Do. 


Current educational literature. 

Surveying for agricultural stu- 
dents. 
Roads and pavements 


do 


3 






14,14 


Soph. 

.Tunior. 
Do. 




1,1,1,1 

1,1 


Concrete and drainage for agri- 
cultural students. 

Water purification, sewage 
disposal, sanitation. 


do 


7,7.8,8 

1,1,1,1 

4,4,4,4,4 

1,1,1,1 

3,3,3.5,5 

1,1,1 




do 

Assistant professor. 


Do. 










Freshman. 




...do 


Soph. 




. do.. 


5,5 










Do. 






2,2 













160 STATE HIGHER INSTITUTIONS OF NOETH DAKOTA. 

Table 43. — Meetings of classes held during the tocclc of April 



University. 



Course number. 



Subject. 



Rank of instructor. 



Meet- Students at- 
tending. 



Mechanical Engi- 
neering. 

M.E 8(2) 

8(4) 
12 
62 

X 36(2) 

X 36(1) 

32 

Mining Engineer- 
ing 



Min. E . 

Metall. 



Shop Practice. 



Home Economics. 



English 



Thermodynamics 

Power-plant problems 

Design of pumping plants. 
Mechanics of engineering . . 

Mechanical laboratory 

....do 

....do 



Building materials 

Ceramics 

Lecture 

Metallurgy lecture 

Metallurgy laboratory 

Ore treatment, lecture 

Ore treatment, laboratory and mill 
Graduate course 



Pattern-making. 

Forge-shop 

do 

Machine-shop. .. 

do 

....do 



Textiles and needlework . 
....do 



Food and cooking. 

....do 

Nutrition 

Methods 

Nutrition 



Advanced rhetoric 

....do 

....do 

....do 

....do 

....do 

....do 

do 

Public address 

Public speaking, for law students. 

Journalism 

English composition, for engineer- 
ing students. 
The short story 



Shakespeare 

English poets of the nineteenth 
century. 

English seminar 

Modern drama 

Interpretive reading 

The English novel 

Technic of the drama 



Professor.. 
....do.... 
....do.... 
....do.... 
Instructor. 
....do.... 
....do.... 



Professor 

do 

Assistant professor 

do 

do 

....do 

do 

Professor 



Instructor. 

....do 

....do.... 

....do 

....do 

....do 



Instructor 
....do.... 
....do— . 

....do.... 

Assistant. 



Professor 

Associate professor 
Assistant professor 

do 

Instructor 

do 

Assistant 

do 

Assistant professor 

do 

do 

Instructor 



....do 

Professor 

Associate professor 
Professor 



do 

Associate professor 
Assistant professor 

Instructor 

Associate professor 



6,6,6,6 

5,5 

6,6,6,6 

11,11,11,11,11 

2 

4 

1 



7,7,7,7. 

4,4 

4,4,4... 

7,7 

2,2,5,5. 

3 

3,3,2,3. 
1,1,1,1. 

9,9 

10,10,10 
10,10,10 

4,4 

2,2 

1,1 



16,16,16,16 
18, 18, 18, 18. 

15,16,14,16 
10,10,10,9. 

10,10 

20 

10 



27,24,27,27,22 
22,22,21,22,21 
29,30,28,29,29 
35,35,35,35,35 
46,46,43,45,44 
16,16,16,16,16 
26,26,26,26,26 
22,21,21,22... 
13,13,13,13... 

13,13 

4,4 

14,14,14,13... 

3,3 

6,6,6 

24,24,22,24,24 
25,25,25,25,25 

3 

5,5,4,1 

22,22 

2,2 

5,5 



DUPLICATION OF COURSES. 
10-16, 1916 — University and agricultural college — Continued. 



161 



Agriculture College. 



Course number. 



Subject. 



p..,, t „ f ,-„„+,.„„+__ Meet- Students at- Year of 
1 'tractor. ing S . tending. course. 



Mining 

Engineering. 



Shop Practice. 

M.E 2 

3 
14 



Home 
Economics. 



Language. 

English 8 

9 
15 
21 
Pub. Spk... 1 
1 
6 
7 



Internal combustion engines. . . Assistant professor 

Heat engines do 

Mechanism I do 



Mechanics of materials 

Materials testing laboratory . 
Materials of construction. . . 



Forge shop... 
Machine shop 
Molding 



Undergarment making. 

Domestic art 

Millinery 

Teaching domestic art.. 
Advanced dressmaking. 



Food preparation 

Economic uses of food 

Teaching domestic science 

Theory and practice of teaching 

Social observances 

Home nursing 

Institutional management 

do 

....do 



Argumentation . . ... 

History of English literature. 

Essays 

Playwriting 

Elementary public speaking. 

do 

Community programs 

Dramatics 

Special work 



Instructor 

Assistant professor 
Instructor 



Instructor. 
....do.... 
....do.... 
....do.... 
....do 



Professor 

Assistant professor 

Professor 

Assistant professor 

Professor 

....do 

....do 

....do 

Assistant 



3,3,3.... 
1,1,1,1,1 
2,2,2.... 

3,3 

4,4 

6,6,6,6.. 



Junior. 
Senior. 
Soph. 
Junior. 

Do. 

Do. 



6,6, 
1,1. 



12,10... 
12,12... 
12,14... 

8,8 

11,11... 

6,6,6... 
19, 19, 19 
13,13... 

6,6 

3,3 

13, 14, 13 
24,24... 

12 

12 



11,11,11,11... 
11,11,10,11... 

4,3,5,5 

4,5,5,5 

12, 14, 12, 14, 12 

2,2,2 

4,4 

3,3,3 

2,2,3 



Freshman. 
Soph. 
Do. 



Freshman. 

Soph. 

Junior. 

Do. 
Senior. 

Soph. 
Junior. 

Do. 
Senior. 
Junior. 
Senior. 

Do. 

Do. 

Do. 



Freshman. 
Do. 



46136°— Bull. 27—17- 



-11 



162 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

Table 43. — Meetings of classes held dtning the week of April 



University. 


Course number. 


Subject. 


R ank of instructor. 


Meet- 
ings. 


Students at- 
tending. 


Language- 
Continued. 


..2 
2 
4 
4 
4b 
6 
10 
14 
IS 

.. 2 
4 
8 

10 

11 

.. 2 
4 
6 
8 

10 

.. 2 
4 
6 
10 

.. 2 

.. 2 

4 

8 

16 

160 

. 12 
rNG. 

II 

111 

V 

.. 2 
2 
2 

4 
S 
18 


Beginning course in German 




4 
4 
4 
4 
4 
4 
4 
3 
3 

4 
4 
4 

2 
2 
2 

4 
4 
3 
1 
4 

4 
4 
3 
2 

4 

4 
4 
4 
2 
1 

2 

2 
4 
3 
4 
1 
3 
3 
4 
2 
3 
3 
2 
2 
2 
1 
2 

5 
5 
3 
5 

4 

4 
5 
4 
2 
3 
1 


24,25,23,23 

17,18,18,18 

36,37,35,36 

27,29,31,31 

17,17,17,17 

24,24,24,24 

26,23,26,25 

7,7,7 

3,3,3.. 




Assistant professor 




Reading, syntax, composition 




Assistant professor 
do 










do 












do 






.do 








5,5,5,5 






do 


5,5,4,5 




Greek literature in English trans- 
lation. 


do 

do 


12,12,12,10 

4,4.. . 






do 


12,13 






.do 


10, 10 






Assistant professor 
.do 


4,4,4,4 ... 






6,6,6,6 






. .do 


3,3,3 






....do 


4 






.do. . 








Professor 

do . 


18,17,19,19 

14,15,15,15 

2,2,2 




Modern French poetry and drama 




...do 




Outlines French literature in 

English. 
Intermediate Spanish 


...do 


6,6 


Spanish 


do 

do 


18,18,17,18 

22,21,22.22 

14,14,14,14 






do . 






. .do.... 






....do 


3,3 




Theory and practice of teaching 
the Scandinavian languages. 


.do.... 


1 




..do 


1,1 


Law. 






30,29 






do 


28,28,28,28 

19,18,18 ... 






.do.... 






do 


16,16,16,16 

21 






do.... 






.. .do.... 


26,25,25 

29, 29, 28 

19,20,20,20 






do 






.do.... 






....do 


18,18 








32,33,33 

33,32,32 






A ssistnnt professor 




Wills 






Torts 


....do 


23,22 






do 










16 






do 


25, 25 


Manvat. Traitt 






4,4,4,4,4 








2,2,2,2,2 

2.2,2 






do.... 






do 


Mathf.matic 
Math 






11,11,11,11 

8,8,8,8 










do 


do . 


15,16,16,16,16 

29,29,29,29 






....do.... 






do.... 








do 


6,0,6 

10 




Solid geometry 


do 



DUPLICATION OF COUKSES. 
10-16, 1916 — University and agricultural college — Continued. 



163 



Agricultural College. 



Coourse number 



Subjdct. 



Rank of instructor. 



Meet- Students a 
tending. 



Year of 
course. 



Manual Teaix- 
ing. 



Mathematics. 
Math 9 



German comedies . 
Faust 



Professor. 
....do... 



Reading and composition. 
Classic French dramas 



Professor. 
....do.... 



Manual training for teachers... 



Higher algebra 

do 

Plane trigonometry 

Integral calculus . ." 

Slide rule 

Graphs ! do 

Mathematics of investment - do 



Professor 

Assistant professor 

do 

Professor 

Assistant professor 



12,13,13,11....' Soph. 
3, 2 Junior. 



7,7,5,5. 
4,4,2,2. 



.! Soph. 



8,8,8,2,2. 



6.7,S,5 
6,6,6,6 
14.15.. 
4.4,4.4 
5.5.... 

li.iijii 



Freshman. 
Do. 
Do. 

I Soph. 

I Freshman. 

i Soph. 

i Freshman. 



164 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

Table 43. — Meetings of classes held during the iccck of April 



University. 


Course number. 


Subject. 


Rant of instructor 


Meet- 
ings. 


Students at- 
tending. 


Medicine. 






G 

2 
2 

1 
1 

1 
2 
2 
3 

2 

3 
1 

1 
4 

2 
2 
1 

2 
2 

1 
1 

2 

4 
4 
4 
3 
4 

2 
2 
2 
2 

6 
6 
2 
2 
2 
2 
2 
2 
2 
2 

3 

2 
2 
2 
4 
1 


11,11,11,11,11,11.. 
11,11,11,11,11,11-- 
9,9 






do 




Public hygiene and sanitation 


do 

Associate professor 

do 


Phys 2 

2 






13 


2a 




do 


13 


2a 




do 


13 






do 


9,9 






do.... 


9,9 .. 






do 








do 


10 10 . 




Pathology 


Assistant professor 


9,9,9,9,9 




7,7,7 




Principles of nursing, laboratory . . 


do 






do 


3 






do.... 


19,19,20,20 

6,5 


Military Drill. 
Music. 




Associate professor 






8,6 






do 


9 .. 






do 








do 


33,36 






do.... 


12.. 






do 


6 






do 


8 










Phiiosopiiy. 






9,9,8,8 

15,15,15,15 

12,11,12,12 

6,6,5 , 




do 


Ass:stantproicssor 










do 






Assistant professor 
Assistant professor 


7,7,7,6 


Physical Training. 
Physical education 2 


Physical education, for men 


32,32 , 


42,42 




... do... 


do... 






do 


do 


23, 23 


170 




do 


3 






do... 


25, 25, 25, 25, 25, 25. 
35,35,35,35,35,35. 

26, 26 








2 




do 


2 




do... 




2 


do 


do 


30,33 


4 


do 


...... do 


35, 34 




do... 


do 


24, 24 . . . 


6 


do 


do 


10, 10.. . 


10 




do 


7,9 


12 




do 


6, 6 


Physics. 
Physics 1 

1 


General physics, lecture, experi- 
ments. 


Associate professor 
.... do . 


31, 31, 31... 


17, 14... 


2 


General physics, laboratory 


Assistant professor 


14, 14 


2 




4 






25,25,25, 25 

15 


4 


Engineering physics, laboratory.. 


Assistant professor 



DUPLICATION OF COURSES. 
10-16, 1916 — University and agricultural college — Continued. 



165 





Agricultural College. 








: Course number. 


Subject. 


Rank of instructor. 


Meet- 
ings. 


Students at- 
tending. 


Year of 
course. 


Phabmacy, etc. 

rharm 4 

5 
9 
10 

12 
: M.M 2 

Bact 9 

13 

10 
11 
12 

Vet. sci..... 3 
10 
13 
15 

IS 

Military 
Dbill. 

Music. 

Philosophy. 
Philos 3 

Physical 
Training. 

Gymnastics.. 1 

3 
4 
5 
6 

Physics. 


Pharmacopceial preparations. . 
Operative pharmacy, etc 


Assistant professor 
.... do""" '..'.'.'.... 


4 
2 
3 

5 

4 

4 

4 
3 

2 
4 
4 

5 
5 
5 
5 
5 

3 

3 
3 
2 

4 

3 
3 

2 
2 
3 
5 

2 
4 


11,11,11,11.... 
10,10 


Soph. 






United States Pharmacopoeia, 
etc. 


.....do 


6,7,7,7,7 

4,3,4,4 

6,7,7,7 

10, 10, 10, 9 

10, 10, 10 


Do. 


do 


Soph. 
Do. 


Materia medica and thera- 
peutics. 




do 


Do. 




do 


Do. 


General bacteriological tech- 
nic. 

General bacteriological tech- 
nie for home economic stu- 
dents. 


Assistant professor 
do '.... 

do 


Do. 


4,4,4 

3,3 


Do. 


Dairy bacteriology 


do 

do.... 


5,5,5,5 

1,1,1,1 

7,8,8,8,8 

8,8,8,8,9 

5,5,5,4,5 

4,4,4,4,4 

8,8,8,8,9 

51,50,52 

21,20,22 

4,4,4 


Do. 
Do. 






Soph. 

Freshman. 

Soph 


Veterinary anatomy 


Assistant professor 




do 




do 


















do 






do 


2, 2 




Ethics 




3,4,4,4 

16,15,16 

14,14,14 

19,18 

14,15 












do 




do 


do 




do 


do 




do 


do 


3,3 




do -.. 


do 


1,1,1 

25,25,25,25,25. 

18,18 














Soph. 
Do. 






12,12 


8 


laboratory. 


do 


32,32,32,32.... 


Do. 











166 STATE HIGHER INSTITUTIONS OP NOBTH DAKOTA. 

Table 43. — Meetings of classes held (luring the week of April 



University. 


Course number. 


Subject. 


Rank of instructor. 


Meet- 
ings. 


Students at- 
tending. 


Physics — Contd. 
Physics 4 


Engineering physics, laboratory. . . 


Assistant professor 


2 

2 
4 

1 

4 

4 
2 
2 
2 
2 

1 

5 
3 
2 
3 

2 
3 

1 

2 

1 
1 
1 
1 
1 
1 


11,11 








do 






Graduate colloquium 


do 


1 


Political and 
Social Science. 


25,27,26, 25 

7,7,7,6 

3,3... 






do 






do 






.....do 


18, 19 






do 








do 


1, 1 


Not Otherwise 
Classified. 




Assistant professor 




Geology 1 




18,25,25,25, 11... 




Associate professor 














2,2,2 

1,4 






... do 






Associate professor 


6,6,6 


22 








Clay work laboratory, handicraft 
course. 




8,8 


6 


do 


3 






. . do 


3 




... do... 


.... do 


10 


8 


do 

do 


do 


9 


10 


do 


8 


12 


do 


do 


7 







DUPLICATION" OP COURSES. 
10-16. 1916 — University and agricultural college — Continued. 



167 



Agricultural College. 


Course number. 


Subject. 


Rank of instructor. 


Meet- 
ings. 


Students at- 
tending. 


Year of 
course. 


Physics— Con. 

Political and 
Social Science. 

History 12 

Social science 4 
8 
10 

Not Other- 
wise Classi- 
fied. 


History of Greek civilization 
and art. 




4 
4 
4 

1 


13,12,13,13.... 
25,29,26,28.... 




do 






... do 






do 


16,18,18,15.... 
8 






Assistant librarian. 











168 STATE HIGHEE INSTITUTIONS OF NORTH DAKOTA. 

Table 44. — Courses offered at the agricultural college in April, 1916, that would, 
have been discontinued if the recommendation made in this report had been 
in effect. 

Junior year : Students involved. 

Arch. 19. History of sculpture and painting 2 

C. E. 8. Hydraulics '— 4 

M. E. 15. Internal combustion engines 3 

M. E. 29. Mechanics of materials 3 

M. E. 23. Materials testing laboratory 4 

M. E. 32. Materials of construction 6 

German 9. Faust 3 

Total class attendance 25 

Senior year : 

C. E. 17. Water purification, sewage disposals, and sanitation 1 

C. E. 19. Bridge design 1 

M. E. 38. Machine design 2 

M. E. 39. Heat engines 1 

Total class attendance 5 

The number of students involved is negligible when compared with 
the saving in cost of instruction and the time, energy, and equipment 
now devoted to these small classes, which would be released for more 
economical and more efficient service in other directions. (See also, 
in this connection, Tables 55 and 56, Appendix XI.) 

As bearing on statements elsewhere in this report in regard to 
the need and demand for courses in the various forms of engineer- 
ing, the danger of excessive division of the subject, and of unneces- 
sary costly duplication, the number and size of classes reported at 
the university and college should be given careful study. It should 
be noted that each institution reports six classes in engineering with 
only 1 student each, that all the classes at both institutions are small, 
gnd that in all forms of engineering at the agricultural college there 
are reported only 25 students in junior classes and 13 in senior 
classes, repeaters included. Of the 13 seniors, 8 were taking the 
course in " concrete and drainage for agricultural students." 

In relation to the assumed principle that a subject for which there 
is not sufficient demand to justify its being included in the curriculum 
of more than one institution should be given at the institution which 
already and for other reasons offers the necessary courses in accom- 
panying and supporting subjects, and further in relation to the 
commission's recommendation 1 as to the distribution of engineering 
between the two institutions, the courses and the size of classes in 
mathematics, physics, chemistry, and biology should be carefully 
studied. 

1 See recommendation 5, ch, 12. 



DUPLICATION OP COURSES. 169 

The basis of the recommendation 2 of the commission that lan- 
guages and literature be considered only as service courses at the 
agricultural college, and that degree courses in these subjects be 
offered only at the university, is found in the comparison of the 
courses taken and the size of courses at the two institutions. Appar- 
ently there were in April at the agricultural college only two students 
of these subjects in classes above the second year, the two German 
students taking the course in Faust in the junior year. 

That the agricultural college is not yet performing its function as 
an agricultural college as fully as the agricultural college of such a 
State as North Dakota should is shown by the fact, revealed by this 
table, that in April, when at least a large majority of all the regular 
students of the college were present, the aggregate number of at- 
tendants at all of the 21 classes in agriculture which met during that 
week was only 211. Only 42 of these were in junior classes and only 
4 were in senior classes. Since most of the students were counted two 
or more times each, the actual numbers of individuals involved are 
much smaller than the figures given. Plainly all these numbers 
should be very much larger, and the college should put forth every 
effort to bring more students into this department of its work. The 
number of graduates of the institution who are now engaged in 
agricultural pursuits also supports this contention. 

2 See recommendation 9, en. 12. 



Chapter XII. 

SUMMARY OF RECOMMENDATIONS. 



PRESUPPOSITIONS. 

In making these recommendations it is assumed : 

1. That all the institutions to which they refer belong alike to all 
the people of the State and constitute an integral part of the system 
of public education, and that no one of them is thought of as belong- 
ing to any particular class of people — as the poor or the rich, the 
people of the country or the people of the city, the farming or the 
industrial or the professional classes. 

2. That each institution has its own particular function or group 
of functions to perform and finds its greatest usefulness in rendering 
to the people of the State its own peculiar service. 

3. That all these forms of service are equally worthy and dignified 
if performed equally well. 

4. That the officers of no one of these institutions desire to magnify 
for itself alone the institution for which they are responsible, but 
only to make it render most fully and most efficiently its particular 
service without encroaching upon the functions of any other insti- 
tution. 

5. That above all these institutions are the people of the State who 
have established them and who maintain them by their taxes, who 
are equally interested in them all, and who expect from all loyal 
service, each in its own field, and economical use of funds provided. 

6. That the people of the State are both willing and able to pro- 
vide all funds that may be needed by any institution for its legiti- 
mate work, but that they are neither willing nor able to provide 
funds for any one of the institutions to extend its work into fields 
covered by other institutions. 

7. That the kind, degree, and quantity of higher education to be 
provided by a State at any time, particularly education of a voca- 
tional nature, should be shaped according to the character of the 
people, their social and political ideals, their occupations, and their 
vocational needs as determined by the natural resources of the State. 

8. That in a State which has established more than one institution 
of higher learning the people and their responsible representatives 

170 



SUMMARY OF RECOMMENDATIONS. 171 

have the right and must face the obligation to apportion among these 
institutions the work of higher education in such way as will best 
serve all the interests of the State, and that it is their right and duty 
to change this apportionment whenever the public interest may 
demand such change, provided it may be done without violation of 
contract or of obligation to the Federal Government. 

9. That the offering of the same subjects or the same or similar 
courses of study in the curricula of two or more institutions in the 
same State should be avoided as uneconomical and harmful duplica- 
tion of effort: (a) When the total demand for such subjects or 
courses of study in the life of the State and the number of students 
applying therefor are not sufficient to justify the expense of giving 
instruction in them at more than one place; (5) when in the attempt 
to maintain such courses at any one of the institutions money, equip- 
ment, time, and energy are used that might be more profitably de- 
voted to other purposes; (c) when the attempt to maintain such 
courses tends to confuse the purposes of the institution and to divert 
it from its more legitimate and immediate aims; and (d) when such 
division or duplication tends to detract from and weaken the courses 
in question as given at the institution in which they primarily and 
more legitimately, belong. 

10. That any subject which two or more institutions may desire 
to include in their curricula, but for which there is clearly not suffi- 
cient demand to justify its being offered by more than one institution, 
should be offered at that institution which already has in its cur- 
riculum as an essential part of its main purpose the necessary accom- 
panying or supporting subjects, rather than at an institution in which 
such accompanying or supporting subjects would need to be pro- 
vided for this particular purpose and without necessary relation to 
other subjects taught in that institution or to its main purposes ; 
as, for examples, engineering courses dependent for their develop- 
ment on advanced courses in mathematics and physics, or other 
engineering courses dependent for their development on advanced 
courses in chemistry or biology. 

11. That no institution established and maintained as a State insti- 
tution should function chiefly as a local institution, appropriating 
State funds to purely local uses. 

12. That the board of regents responsible for the general man- 
agement of all the institutions included in this survey, while seeking 
to promote the harmonious cooperation of all as parts of one unified, 
flexible, adjustable, democratic system of education for the most 
efficient service of the State, desires also that the individuality, spirit, 
and best traditions of each institution shall be preserved. 



172 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

RECOMMENDATIONS. 

1. Education at the university and agricultural college. — The 
school of education at the university and the department of education 
at the agricultural college should be sufficiently enlarged to enable 
them to prepare high-school teachers, school superintendents, and 
supervisors for both elementary and high schools, and expert special 
teachers, in sufficient numbers to supply the demands of the schools of 
the State. Special teachers of agriculture, home economics, and 
industrial subjects should be prepared at the agricultural college. 
The university should prepare superintendents, high-school teachers, 
and supervisors in all subjects except agriculture, home economics, 
manual training, and other industrial subjects. The university 
should not undertake to prepare special teachers in home economics, 
but should give sufficient instruction in this subject and in methods 
of teaching it to enable young women to combine the teaching of 
this subject with other subjects in the high school. Neither the 
school of education at the university nor the department of educa- 
tion at the agricultural college should attempt to prepare teachers 
for the elementary schools. 

2. The graduate schools. — Graduate work at the university and at 
the agricultural college should, for the present, continue to be lim- 
ited to the requirements for the master's degree, and each institution 
should give graduate instruction only in those subjects which are 
considered major subjects at that institution. Graduate courses in 
education may be offered at each institution. The presidents of these 
institutions and the board of regents should work out plans for co- 
operation in graduate work where cooperation may be helpful. Du- 
plication of graduate work would be unwarranted, costly, and 
wasteful. 

3. Home economics. — Instruction in home economics should be 
given at both the university and the agricultural college. Except for 
the purpose of preparing teachers of home economics for high 
schools, as elsewhere indicated, there should be at the university 
only such courses in home economics as will fit young women for the 
duties of intelligent home making, or such as will function as service 
courses 1 for those taking the course for nurses and possibly some 
other subjects. The agricultural college should offer both major 
and normal courses in home economics. 

4. Music. — Instruction in music and especially training in chorus, 
orchestra, and band, may be given at all the institutions, and instruc- 
tion in singing should be given to all students at the normal schools 

1 " Service courses are such subordinate subjects as are essential to the proper culti- 
vation of a major line." For a discussion of the principle of " major and service lines " 
of work, see p. 61. 



SUMMARY OF RECOMMENDATIONS. 173 

to the extent needed for use in the elementary schools, but no attempt 
should be made to give advanced and professional instruction in 
music except at the university. 

In all these schools there should be a strong cultural spirit, but 
only at the university should there be offered special or professional 
courses in the fine arts or degree courses in literature, languages, and 
pure science. 

5. Engineering. — Mining engineering is placed at the university 
by the constitution of the State. Agricultural and what may be 
called industrial engineering, as defined in this section of these recom- 
mendations, should be given only at the agricultural college. Chemi- 
cal engineering should also be given at the agricultural college when 
there is demand for its development in the State. Degree courses in 
other forms of engineering should be given only at the university. 
Except for mining engineering and agricultural and industrial 
engineering, the first two years of any engineering course may be 
given at either institution when authorized by the board of regents. 

The courses in agricultural engineering and those which may be 
grouped under the term industrial engineering are recommended in 
order to meet the demands for practical engineering courses in con- 
nection with the industries growing out of or directly related to 
agriculture, and the large number of urban industries hitherto de- 
veloped on an empirical basis, which are now undergoing a more 
scientific and technical development. To these latter courses the 
survey commission has for convenience given the designation in- 
dustrial engineering, to distinguish them from the professional 
courses in mechanical, civil, and electrical engineering, which are 
already well organized in engineering schools. Such courses are 
given at the University of North Dakota and should not now, if ever, 
be duplicated at the agricultural college. - 

6. Reorganization of engineering at the university. — At the uni- 
versity all departments and courses of engineering, including mining, 
should be placed under the direction of one dean or other executive 
head. 

7. Medical college. — Instruction in medicine at the university 
should continue to be given only in premedical courses and for the 
first two years' work of a medical college. 

8. Instruction in agriculture. — Fully three-fourths of all the people 
of the State of North Dakota who are engaged in gainful pursuits 
are employed in agriculture or in occupations connected directly 
therewith. The agriculture of the State is carried on by farmers, a 
very large proportion of whom operate their own farms. These 
facts and others presented in this report indicate very clearly the 
importance of agriculture in the vocational education of the State 
and the need of instruction and training for large numbers of men 



174 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

and women to the extent which will enable them to operate their 
own farms intelligently and successfully, as well as the need of 
highly technical training for a few. The agricultural college should 
devote its energies and means to instruction in agriculture and the 
immediately allied subjects in proportion to the needs herein 
indicated. 

9. Liberal arts and science at agricultural college. — Courses in 
liberal arts and science at the agricultural college should be con- 
sidered only as service courses, 1 and no degrees in the liberal arts 
and sciences should be given here. 

10. Architecture. — There does not seem to be at present sufficient 
demand for architects and architectural engineers in the State of 
North Dakota to justify the maintenance of a school or of extensive 
courses in architecture or architectural engineering, either at the 
university or at the agricultural college. Instruction in these sub- 
jects at the agricultural college should be only of an elementary 
nature and should have special reference to farm buildings, ware- 
houses, school buildings for rural and village communities, and other 
similar buildings. 

11. Pharmacy. — Instruction in pharmacy should be continued at 
the agricultural college, and standards for admission to and gradua- 
tion from this course should be raised as rapidly as possible to the 
completion of a full high-school course of four years for admission 
and a minimum of two years' instruction for graduation. 

12. Relation of president of agricultural college to experiment 
station. — The president of the agricultural college should have gen- 
eral control of the experiment station and of its branches and of the 
extension department and be held responsible to the board of regents 
for their management. 

13. Teaching by members of research staff. — Investigators, men 
and women engaged in research work, at the experiment station at 
Fargo, should, except in case of those whose duties are such as to 
make it inexpedient, be expected to teach some classes in the college ; 
and the experiment station and its farms and laboratories, as well 
as the laboratories of the regulatory services, should be used under 
necessary restrictions as teaching agencies for undergraduate college 
students and as research agencies for graduate students. 

14- /Subexperiment stations and demonstration farms. — It is recom- 
mended that the board of regents cause a careful study to be made 
of the operations of the subexperiment stations and demonstration 
farms, with a view to determining whether or not much of the ex- 
perimental work now under way might be carried on by farmers on 
their own premises, without other expense to the State than that of 
necessary supervision. 

1 See footnote on p. 172. 



SUMMARY OF RECOMMENDATIONS. 175 

15. Commercial courses. — Commercial courses of higher or lower 
grade should be given in the university and the agricultural college ; 
courses in farm accounting and rural economics should be given in 
the agricultural college, and probably also in the University. The 
normal schools should give courses in these subjects and in the simple 
forms of bookkeeping to the extent that they may be needed by 
teachers in the elementary schools: but the normal schools should 
not give commercial courses beyond the needs of these teachers. 

16. Preparatory department at agricultural college. — The agricul- 
tural high school at the agricultural college should be discontinued 
as a preparatory school by dropping the lowest class each year be- 
ginning with 1917, so that after the beginning of the school year 
1921 there will be no college preparatory classes at this institution. 

17. School of agriculture, elementary mechanic arts, and home 
economics. — The 22-weeks courses at the agricultural college should 
be strengthened and organized into a school of agriculture, elemen- 
tary mechanic arts, and home economics for young men and women 
who do not expect to attend college or to become teachers. This 
school should offer three-year courses, the sessions being held during 
the winter and lasting five and one-half or six months; and the de- 
sirability of repeating these courses with necessary variations in 
sessions of similar length in the summer months should be con- 
sidered. 

18. Special short courses. — The short winter courses in extension 
work for farmers and farmers' wives at the agricultural college are 
to be commended, but those attending these courses should not be 
taught in the regular classes of the college, of the agricultural high 
school, or of the 22-weeks courses as now conducted, or in the 
school of agriculture, elementary mechanic arts, and home economics, 
the formation of which is recommended elsewhere. 

19. Extension courses. — Since Federal and State laws provide lib- 
erally for extension work in agriculture and home economics under 
the direction of the agricultural college, no other institution in the 
State should undertake extension work in these subjects. Any ex- 
tension work done by instructors in agricultural schools in the State 
should be under the direction of the agricultural college. The nor- 
mal schools should offer extension courses only for teachers, as ex- 
plained elsewhere. Representatives of the university and of the 
agricultural college should confer with the board of regents for the 
purpose of determining the division of all other forms of extension 
work between the two institutions and of devising means for neces- 
sary cooperation. All extension work should be conducted with 
special reference to the instruction of the public in the subjects con- 
sidered and not as a means of advertising the institutions. 



176 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

20. Preparation of teachers for rural schools. — Since more than 
four-fifths of all the children of North Dakota live in the open coun- 
try and in small villages, and only one-tenth live in places of 2,500 
or more, all normal schools should, without neglecting the training 
of teachers for city schools, make it their chief purpose to prepare 
teachers for rural schools. Their courses of study and their prac- 
tice and observation schools should be reorganized as may be neces- 
sary for this purpose. It should be recognized that teachers for the 
elementary rural schools need no less education, professional knowl- 
edge and skill, maturity and native ability than teachers of schools 
of the same grade in urban communities. 

21. Preparation of teachers for elementary schools. — Until there is 
a sufficient number of well-prepared teachers for all the elementary 
schools of the State the normal schools should confine their activities 
to the preparation of teachers for these schools. In so far as possible 
they should exclude students who are not definitely preparing for 
teaching. 

22. Standard of admission to normal school. — The standard of ad- 
mission to the normal schools should be gradually raised to gradua- 
tion from a standard high school of four years or its equivalent, or 
of six years when the high school is preceded by only six years of 
elementary schooling. It is recommended that this be done by re- 
quiring one year of high-school work for admission in 1918, two 
years in 1919, three years in 1921, and four years in 1923 and there- 
after. 

For the sake of teachers of low grade of preparation already en- 
gaged in the schools of the State, the summer sessions of the normal 
schools should continue to admit and form classes for teachers of 
all grades of preparation, but should not admit persons who have less 
preparation than is required at any given time for admission to 
regular classes in the school except those who have already been 
employed as teachers. 

23. Minimum salaries for teachers. — When the normal schools 
have definitely established their standards at graduation from a high 
school of four years for admission, and at two years of work above 
the high school for the normal school certificate, and three years of 
work above the high school for the normal school diploma, as herein 
recommended, the State should fix by law minimum salaries for 
teachers holding normal school certificates and for teachers holding 
normal school diplomas; the difference between the minimum salaries 
of the two classes being such as may seem to be justified by the 
different degrees of preparation. It should also provide by law for 
a definite increase in the minimum salaries of both classes of teachers 
when they have complied with the requirements for, and have been 
granted, the permanent license. 



SUMMARY OF RECOMMENDATIONS. 177 

The first license granted to a prospective teacher coming from 
without the State should be a temporary license, and the permanent 
license should he granted on the same terms as to those who have 
had corresponding training or experience in North Dakota. 

%Jf. Short course in noi^mal schools. — The 10^-months course in 
the normal schools should be discontinued after the end of the sum- 
mer term of 1917. 

25. More normal schools needed. — A normal school should be estab- 
lished immediately at Dickinson or elsewhere in the southwestern 
quarter of the State, and steps should be taken for the establishment 
of another normal school somewhere in the western half of the State 
as soon as a constitutional amendment for that purpose can be ob- 
tained. 

26. Requirements for teaching certificates to correspond with nor- 
mal school standards. — Standards of requirements for certification 
to teach in the elementary schools of the State should be advanced to 
correspond with the standards set by the normal schools for the 
award of their certificates and diplomas. 

27. Professional reading and study for teachers. — The State board 
of education, with the assistance of the presidents of the normal 
schools and the heads of departments of education at the university 
and the agricultural college, should prepare for all persons who 
leave the normal schools with any kind of certificate or diploma 
which may be accepted as a license to teach in the elementary schools 
of the State such courses of study, including both professional and 
cultural subjects, as can reasonably be completed within a period of 
three years by devoting to them not less than 10 hours per week for 
10 months of each year. Examinations on given portions of these 
courses should be held from time to time, and no person should be 
granted a permanent license to teach in the public schools of the 
State until after having completed the courses prescribed, or their 
full equivalent, and after having passed satisfactorily final examina- 
tions on them. 1 The final examination should come not earlier than 
two nor later than five years after the time of leaving the normal 
school. 

To any person of good moral character who holds a certificate or 
diploma of a normal school in this State, and who satisfactorily 
passes examinations in the courses of study outlined, and who is 
certified by any qualified superintendent or supervisor as having 
taught satisfactorily not less than 16 months in the elementary 
schools of North Dakota, there should be issued a life license to teach 
in the elementary schools of the State. 

1 Nothing in this recommendation or in recommendation 23 should operate to prevent 
the State of North Dakota from accepting at their full value certificates issued in other 
States which maintain equally high standards. 

4613G — Bull. 27—17 12 



178 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

28. Requirements for normal certificates and diplomas. — The stand- 
ards of instruction required for certificates or diplomas from the 
normal schools should be raised as follows : In 1918 no certificate or 
diploma should be given for less than one year of work above the 
completion of a high-school course of four years; in 1920 no certifi- 
cate or diploma should be given for less than two years of work above 
the completion of a high-school course of four years; in 1923 and 
thereafter the certificate of the normal school should be given for 
the completion of two full years of not less than 36 weeks each above 
the completion of a full high-school course of four years, and the 
diploma of the schools should be given for three full years of not 
less than 36 weeks above the completion of a high-school course of 
four years. 

29. Graduates of unicersity and agricultural college as teachers. — 
A policy similar to that recommended for the graduates of the nor- 
mal schools, both in regard to advanced courses of study, examina- 
tions, and permanent licenses to teach in the schools of the State, or 
to hold positions as superintendents and supervisors, should apply to 
the graduates of the university and the agricultural college. 

30. The normal and industrial school. — The normal and industrial 
school at Ellendale should prepare teachers for the elementary 
schools of the State on the same basis as other normal schools. In 
addition to its work as a normal school, it should, because of its 
equipment for instruction in industrial subjects, continue for the 
present to give instruction in these subjects, adapting this instruction 
to the special needs of the people of the south central counties which 
it serves. 

31. The school of science. — For the present and until the State 
has become much more populous than it is now and the attendance 
in the lower classes of the university and the agricultural college 
much larger than at present, the school of science at Wahpeton 
should function only as a school of secondary grade in science, agri- 
culture, mechanic arts, and household arts. It should give special 
attention to industrial subjects, both for boys and girls, and it might 
include commercial subjects, including bookkeeping, stenography, and 
similar subjects, but this and other State schools should avoid becom- 
ing local elementary or high schools. There can be no justification 
for local schools of this character maintained at the expense of the 
taxpayers of all the State. The board of regents should consider 
also the advisability of establishing here a school of the kind recom- 
mended for the agricultural college and at Bottineau. 

32. The school of forestry. — The school of forestry at Bottineau 
does not now function as a school of forestry and has very few stu- 
dents other than local students of elementary and high-school grade 
or irregular students from the adult population of Bottineau. The 



SUMMARY OF RECOMMENDATIONS. 179 

constitution, provides that the legislature may determine the kind of 
school to be maintained at Bottineau. The legislature has declared 
its function to be that of an agricultural high school, giving special 
attention to forestry and horticulture. The board of regents should 
consider the advisability of reorganizing this school, with one session 
of six months in winter and another of four and one-half or five 
months in summer, the work of both sessions to be made as practical 
as possible, offering opportunity for much outdoor farm work in 
the summer session. The courses of this school should be for three 
years, as recommended for the school of agriculture at the agri- 
cultural college. 

33. Instruction in forestry. — The forestry and nursery work re- 
quired of the school of foresty at Bottineau should be put under 
the direction of the agricultural college, and all instruction of col- 
lege grade in forestry which may be thought needful for the State 
should be given at Fargo. It may be well to continue the nurseries 
at Bottineau, and to establish similar nurseries at other places in 
the State for convenience of distribution. 

31$. The library commission. — The library commission should be 
given the means of extending the kind of work it is now doing so as 
to serve a much larger number of people than it now serves, and it 
should begin a campaign for the establishment of a county library 
at the county seat of each county with branch libraries at smaller 
towns, and for the use of schools as distributing centers. Legislation 
should be requested providing for the establishment and maintenance 
of such county libraries. 

35. Public school survey. — It is recommended that a careful and 
thorough survey be made of the elementary schools and high schools 
of the State for the purpose of determining details of necessary 
legislation for the improvement of these schools and also for the 
purpose of recommending changes in the courses of study, the local 
management, and internal organization of the schools, and of de- 
vising plans for the erection and equipment of school buildings and 
of meeting other ascertained needs of these schools. A conference 
of the State board of regents and the State board of education should 
be held to consider this matter. 

36. Administration of State educational system. — It is believed 
that the entire system of education of the State of Xorth Dakota 
might be unified and rendered more efficient if the board of regents 
were enlarged and given control of and responsibility for the man- 
agement of all the public schools of the State. This board should 
elect a commissioner of education, and assistant commissioners for 
higher education, secondary education, elementary education, voca- 
tional education, library commission, and other assistants at fixed 
salaries and for specified terms of service, which should be compara- 



180 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

tively long. It should be lawful for the board to elect commissioners 
and assistants either from the State of North Dakota or elsewhere, 
and these should be elected only for their fitness and definite prepa- 
ration for the duties of their respective offices. 

That portion of the constitution referring to the office of the State 
superintendent of public instruction should be so amended as to 
make possible the policy here recommended. It is believed also that 
there should be in each county a county board of education elected 
by the people or appointed in some way which will guarantee effi- 
cient service. This board should consist of five members; the term 
of office of each should be five years, and not more than two should 
be retired in any biennium. This board of education should have 
control of all the public schools of the county and should elect, 
subject to the approval of the State board of regents, and either from 
within or without the county, qualified superintendents, assistant 
superintendents, and supervisors. 

37. Guide to the institutions. — The board of regents should have 
prepared for the use of prospective students in the State a pamphlet 
setting forth clearly and simply the purposes and aims of each of 
the several institutions, its courses of study, its requirements for 
admission and graduation, the cost of attendance, and other similar 
items, to the end that any prospective student may be able to deter- 
mine as accurately as possible the special advantages to be had at 
each institution. 

38. Building and campus plans. — That before other buildings are 
erected or additions made to the campus at any of the institutions 
now in existence, and before any buildings are erected at any insti- 
tutions to be established in the future, the board of regents shall 
have made plans for campus and building development as has been 
done for the university, to the end that there may be a consistent and 
progressive policy of building for each of the institutions. 

39. Vocational survey. — It is recommended that the board of 
regents, through its commissioner of education and with the coopera- 
tion of the university and the agricultural college, shall have made 
a careful and comprehensive survey of the industries and occupa- 
tions of the people of the State, and a study in detail of the educa- 
tional preparation needed for success in all the more important of 
them, and that the results of this survey be published for the guid- 
ance of young people in choosing their vocations and of the schools 
in making up their courses of study. 

40. Institutional organization and administration. — The board of 
regents should cause to be made, through its commissioner of educa- 
tion or otherwise, a careful study of the organization and work of 
each of the institutions under its control, to ascertain — 



SUMMARY OF RECOMMENDATIONS. 181 

(a) To what extent in any of them, if at all, an unnecessary di- 
vision of subjects offered, and the offering of subjects for which there 
is little or no demand in the State, may result in a large number of 
small and costly classes which might be consolidated or eliminated 
without loss to the State, without injury to any large number of 
individuals, and with profit to the institution. 

(b) Whether and to what extent, to the detriment of any institu- 
tion, large numbers of students in the lower classes are taught by 
inexperienced teachers on low salaries, while the abler and more ex- 
perienced teachers have only very few students in the higher classes. 

(c) Whether or not too large a proportion of the faculties of some 
of the schools are made up of young and inexperienced teachers em- 
ployed at low salaries. Such an investigation of some of the normal 
schools seems to the survey commission to be especially desirable. 

(d) To what extent the efficiency of the work of teachers in the 
schools is lowered because of the large number of courses and of 
weekly class meetings for which they are responsible. 

(e) Whether or not in some of these schools too large a proportion 
of the total expenditure is for administration and other non-instruc- 
tional purposes. 

(/) Whether or not it is desirable to establish a schedule of sal- 
aries in the normal schools and to increase to a considerable extent 
the average of salaries in these schools, to the end that they may more 
certainly be able to obtain and retain the services of teachers with 
the education, maturity, and experience necessary for those engaged 
in the task of instructing and training professional teachers for the 
elementary schools of the State. 

It is believed that the executive officers and faculties of all these 
schools will welcome such a study and gladly assist in making it. 

Several of these points are discussed more or less extensively in 
this report, but on none of them has the survey commission sufficient 
information to enable it to make formal and final recommendations. 



APPENDIX. 



I. THE MOST IMPORTANT PROVISIONS IN THE ACT CREAT- 
ING THE STATE BOARD OF REGENTS, SESSION LAWS, 
1915. 

The State board of regents, consisting of five members appointed by the 
governor and confirmed by the senate, is created for the general control and 
administration of the following State educational institutions : 

1. The State university and school of mines, at Grand Forks, with their 

substations. 

2. The State agricultural college and experiment station, at Fargo, with their 

substations. 

3. The school of science, at Wahpeton. 

4. The State normal schools at Valley City, Mayville, and Minot. 

5. The normal and industrial school, at Ellendale. 

6. The school of forestry, at Bottineau. 

7. The State library commission, at Bismarck. 

8. And such other State educational institutions as may be hereafter estab- 

lished. 

The State board of regents shall assume all the powers and perform all the 
duties now exercised or performed by the normal board of control and the 
several boards of trustees of the institutions included under this act. 

The State board of regents first appointed shall, as soon as practicable after 
having organized, procure to be made by a competent expert, or experts, from 
without the State, an educational survey of all institutions under its control, 
for the purpose of ascertaining wherein the efficiency of the State educational 
institutions can be best served and economy in conducting the same be best 
practiced. 

Upon the completion of such educational survey the State board of regents 
shall appoint from without the State a State commissioner of education, who 
shall perform such duties of examination, inspection, and visitation as the board 
may direct, and shall advise the board on all matters pertaining to the curricula, 
coordination, and correlating of work in the institutions under the control of 
such board, and he shall make a special study of the particular needs and 
requirements of each institution and shall report thereon to the boai'd at such 
time as they shall direct. 

The State board of regents shall coordinate and correlate the work in the 
different institutions so as to prevent wasteful duplication, and to develop 
cooperation among such institutions in the exchange of instructors and students, 
and shall fix a tuition to be paid in such institutions or any department thereof 
when not provided by law. It shall make recommendations in regard to needed 
legislation for the institutions under its control, prepare a budget setting forth 
the financial needs of all State educational institutions under its supervision 
and control for the period for which an appropriation is made. 
182 



APPENDIX. 183 

In order to effect the greatest economy, efficiency, and facility in providing 
for the needs and work of the various institutions, the president of each institu- 
tion shall submit to the State board of regents, at least once each year, a budget 
showing the needs and amounts recommended for the work of the various de- 
partments of the institutions, and for improvements, repairs, miscellaneous 
items of maintenance, and such other items as shall seem expedient. 

There is hereby appropriated the sum of $18,000 annually, or as much thereof 
as may be necessary, to carry out the provisions of this act. 

In conformity with the provisions of this bill, Hon. L. B. Hanna, governor of 
North Dakota, appointed the following persons members of the State board of 
regents : 

Ex-Gov. Frank White, Valley City. 
Dr. J. D. Taylor, Grand Forks. 
Mr. Emil Scow, Bowman. 
Mr. L. F. Crawford, Sentinel Butte. 
Mr. J. A. Power, Leonard. 
After the presentation of draft of the report of the survey the board of 
regents appointed Dr. Edwin B. Craighead commissioner of education. Dr. 
Craighead took up the work of commissioner of education on August 1, 1916. 

The State board of regents, the commissioner of education, and the secretary 
of the board of regents, Mr. Charles Brewer, have offices in the State capitol 
building, at Bismarck. 



II. CONSTITUTIONAL PROVISIONS AND EDUCATIONAL 
LEGISLATION IN NORTH DAKOTA. 

Below are given abstracts of the constitutional provisions relating to the 
State educational institutions: 

Article VIII, Sec. 147. A high degree of intelligence, patriotism, integrity, 
and morality on the part of every voter in a government by the people being 
necessary in order to insure the continuance of that government and the pros- 
perity and happiness of the people, the legislative assembly shall make pro- 
vision for the establishment and maintenance of a system of public schools 
which shall be open to all children of the State of North Dakota and free from 
sectarian control. This legislative requirement shall be irrevocable without 
the consent of the United States and the people of North Dakota. 

Sec. 149. In all schools instruction shall be given as far as practicable in 
those branches of knowledge that tend to impress upon the mind the vital im- 
portance of truthfulness, temperance, purity, public spirit, and respect for 
honest labor of every kind. 

Sec. 150. A superintendent of schools for each county shall be elected every 
two years, whose qualifications, duties, powers, and compensation shall be fixed 
by law. 

Sec. 151. The legislative assembly shall take such other steps as may be 
necessary to prevent illiteracy, secure a reasonable degree of uniformity in 
course of study, and to promote industrial, scientific, and agricultural improve- 
ments. 

Sec. 152. All colleges, universities, and other educational institutions, for 
the support of which lands have been granted to this State, or which are sup- 
ported by a public tax, shall remain under the absolute and exclusive control 
of the State. No money raised for the support of the public schools of the 
State shall be appropriated to or used for the support of anv sectarian 
school * * * 

Akt. XVII, Sec 209. The labor of children under 12 years of age shall be 
prohibited in mines, factories, and workshops in this State. 

Art. XIX, Sec 215. The following public institutions of the State are per- 
manently located at the places hereinafter named, each to have the lands spe- 



184 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

cifically granted to it by the United States, in the act of Congress, approved 
February 22, 1889, to be disposed of and used in such manner as the legisla- 
tive assembly may prescribe, subject to the limitations provided in the article 
on school and public lands contained in this constitution : * * * 

Second. The State university and the school of mines at the City of Grand 
Forks, in the County of Grand Forks. 

Third. The agricultural college at the City of Fargo, in the County of Cass. 

Fourth. A State normal school at the City of Valley City, in the County 
of Barnes ; and the legislative assembly in apportioning the grant of 80,000 
acres of land for normal schools made in the act of Congress referred to shall 
grant to the said normal school at Valley City as aforementioned 50,000 acres, 
and said lands are hereby appropriated to said institution for that pur- 
pose * * * 

Seventh. A State normal school at the City of Mayville, in the County of 
Traill ; and the legislative assembly in apportioning the grant of lands made by 
Congress in the act aforesaid for State normal schools shall assign 30,000 acres 
to the institution hereby located at Mayville, and said lands are hereby appro- 
priated for said purpose. * * * 

Sec. 216. The following-named public institutions are hereby permanently 
located as hereinafter provided, each to have so much of the remaining grant 
of 170,000 acres of land made by the United States for "other educational 
and charitable institutions" as is allotted by law, namely : * * * 

Third. An industrial school and school for manual training, or such other 
educational or charitable institutions as the legislative assembly may provide, 
at the Town of Ellendale, in the County of Dickey, with a grant of 40,000 
acres. 

Fourth. A school of forestry, or such other institution as the legislative 
assembly may determine, at such place in one of the Counties of McHenry, 
"Ward, Bottineau, or Rolette as the electors of the said counties may determine 
by an election for that purpose, to be held as provided by the legislative 
assembly. 

Fifth. A scientific school, or such other educational or charitable institu- 
tion as the legislative assembly may prescribe, at the City of Wahpeton, County 
of Richland, with a grant of 40,000 acres. 

Sixth. A State normal school at the City of Minot, in the County of Ward : 
Provided, that no other institution of a character similar to any one of those 
located by this article shall be established or maintained without a revision of 
this constitution. 

The Minot State Normal School was established, under constitutional amend- 
ment, approved March 10, 1913. 

At the election in November, 1916, the people of North Dakota will vote 
upon a constitutional amendment, which has been passed by the legislature, 
locating a normal school at Dickinson. 

SESSION LAWS OF 1915. 

Section 1%16. Maintenance of State educational institutions. — For the pur- 
pose of providing for the maintenance of the State university and school of 
mines at Grand Forks, the agricultural college at Fargo, the State normal 
school at Valley City, the State normal school at Mayville, the State normal 
school at Minot, the school for the deaf and dumb at Devil's Lake, the school 
of forestry at Bottineau, the North Dakota academy of science at Wahpeton, 
the normal and industrial school at Ellendale, as a part of the public school 
system of this State, there is hereby levied upon all the taxable property in 
the State, real and personal, an annual tax of $347,880. 

This annual tax takes the place of the millage tax by which these institu- 
tions were formerly supported, and which was repealed by the act of 1915, 
of which this is a part. These schools and all other schools heretofore estab- 
lished, or that may be hereafter established, by law and maintained by public 
taxation constitute the system of "free public schools" of the State of North 
Dakota. 



APPENDIX. 185 

Section I4I8. Taxes, Jiow apportioned.— Such taxes levied shall be appor- 
tioned by the State treasurer to the several institutions herein mentioned as 
follows : 

$102,720 to the State University and school of mines at Grand Forks ; 

$61,800 to the agricultural college at Fargo ; 

$41,580 to the State normal school at Minot; 

$46,200 to the State normal school at Valley City ; 

$36,960 to the State normal school at Mayville ; 

$18,480 to the school for the deaf and dumb at Devil's Lake; 

$6,180 to the school of forestry at Bottineau ; 

$21,600 to the normal and industrial school at Ellendale ; 

$12,360 to the school of science at Wahpeton : 
Provided, That all moneys hereafter collected pursuant hereto shall be appor- 
tioned as herein provided. 



III. DISTRIBUTION OF COURSES AMONG THE INSTITU= 
TIONS. 

On October 12, 1912, Dr. Kendric C. Babcock, specialist in higher education 
in the Bureau of Education, wrote to the temporary educational commission of 
North Dakota, created by act of the legislative assembly (Session Laws of 1911, 
Ch. IX), the following letter, which, before being sent, was submitted to the 
Commissioner of Education and received his approval. Except for the modifi- 
cation of Section C in so far as it applies to the preparation of superintendents 
and supervisors of elementary schools, indicated in the chapter on normal 
schools, page 96 of this report, the survey commission approves the spirit and 
purport of this letter and the apportionment of work which it would make 
among the several institutions : 

[Letter of Dr. Babcock.] 

This discussion of " a State system of education ideally outlined and oper- 
ated " assumes (1) that such system should have the functions of its different 
parts so distributed as to insure unity, harmony, economy, and efficiency; (2) 
that its higher education has well-developed and coordinated elementary and 
secondary schools as a basis, with differentiation of secondary schools to meet 
the varying local needs for vocational instruction in agriculture, commerce, 
and industrial arts; (3) that the three groups of higher schools should admit 
only those students who have completed the course of one of the secondary 
schools. From present indications the vocational schools of elementary or sec- 
ondary grade, even those of agriculture, will at an early day be distributed 
rather than centralized as a part of a single agricultural college. 

A. 

The function of the State university should be (1) to give standard liberal- 
izing courses in arts and sciences, covering four years and leading to a bach- 
elor's degree; (2) to give engineering and technological courses, including 
agriculture, unless the State has a separate agricultural college, covering four 
or five years and leading to a bachelor's degree in some applied science ; in 
case of separation of the agricultural college and the university, possibly a 
civil-engineering course should be developed at the agriculUiral college; (3) to 
organize professional schools or some definite portion of a prescribed professional 
course, such professional work to have as its ultimate basis the first two years of 
the liberal arts or general science courses; (4) to develop a graduate, school 
offering courses primarily for holders of bachelors degrees and leading to the 
degrees of master and doctor, where the requirements of the Commonwealth 
constitute a sufficient demand and the resources of the State will permit; (5) 
to develop a department of extramural relations for reaching with information 
and inspiration persons whose age and occupation preclude their taking work 
at the university. In such State universities there should be a department for 
secondary and higher schools in the State. 



186 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

B. 

The State agricultural college, when separate from a State university in 
which provision is made for standard engineering and technological instruction, 
should devote itself strictly and mainly to the development of courses in agri- 
culture and such branches of engineering and mechanic arts as are allied to 
agriculture. The States are obliged, in accordance with the terms of the Fed- 
eral grant of land and money, to maintain on an approximate parity instruction 
in agriculture and the mechanic arts, and it rests with the States to determine 
how the Federal funds shall be apportioned to accomplish this purpose. An 
ideally operated system involves the ultimate elimination from the agricultural 
college of work of a secondary grade and work purely vocational in its char- 
acter. A second feature of the work of the agricultural college and the agri- 
cultural experiment station should be the development of summer and winter 
short courses, farmers' institutes, cooperative demonstration work, and general 
agricultural extension and propaganda. 

The work of the agricultural college and the State university, in fundamental 
and general subjects, of the first year or the first two years should be so co- 
ordinated that students may at the end of either of these years change from one 
institution to the other, as their interest or inclination may dictate, and receive 
full credit for courses already taken, so far as these courses may be counted at 
all for a degree in the second institution. The duplication of courses of the 
first two years, which require merely teachers, classrooms, and modern equip- 
ment in laboratory and library — for example, in mathematics, English, general 
chemistry, biology, and economics — may go on indefinitely, provided, of course, 
that the faculty and plant necessary for the work in these fundamentals are 
fully employed. The wastefulness of duplication usually falls most heavily in 
the intermediate and advanced courses. Broadly speaking. 20 sections of fresh- 
man mathematics may be as economically administered in three places as in 
one. 

C. 

The State normal schools should be held to broad preparation of teachers 
and supervisors for the elementary schools. Such preparation should include 
some cultural and liberalizing elements, in addition to the grounding in the sub- 
ject matter and methodology of elementary education. When the normal schools 
as a whole have thus provided the elementary schools of the cities, villages, and 
rural communities with well-trained teachers, supervisors, and superintendents, 
whose education and discipline represent substantially a high-school course plus 
two years of professional and general training, it will be time for them to 
request the privilege of further upward expansion and the power to grant 
standard degrees. It is an undeniable fact that in scarcely a single State are 
the normal schools at the present time supplying more than 40 per cent of the 
annual demand for new teachers in the public-school system. 



Provisions for trade, industrial, and commercial schools in a State essentially 
agricultural in its interests may safely be made in the differentiated secondary 
schools and in technological departments of the university and the agricultural 
college. The argument that a State should supply each of its citizens with 
any sort of an education that he may desire does not rest upon a logical basis, 
nor should it lead to the establishment of all sorts of specialized schools by each 
State. Cooperation between States and subsidies to promising students to seek 
their instruction in the best possible schools — for example, mining or textile 
engineering — may well be adopted as a policy rather than the establishment of 
various weak and spiritless schools. A student in North Dakota who desires 
advanced instruction in architecture, marine engineering, or industrial chem- 
istry other than agricultural chemistry should expect to seek instruction outside 
the State. I see no sufficient justification for a '"school of science" separate 
from the State university, agricultural college, and vocational schools in any 
State. 

E. 

The work in engineering should be done in connection with the university and 
agricultural college; generally speaking, it should be done at the university, 
with its highly equipped departments of pure science, since engineering profes- 



APPENDIX. 187 

sions show a marked tendency to emphasize severe training in the principles and 
fundamentals of engineering, which can best be taught in a university spirit 
and in a university atmosphere. 



In the original agriculture land-grant act of 1862 the terms " agriculture " 
and " the mechanic arts " are used coordinately. The Federal authorities are 
insistent that each State accepting the land grant, and later grants of money, 
must provide adequately for both forms of education. By common understand- 
ing the term mechanic arts has been interpreted to include all forms of engi- 
neering, though there is serious doubt in many quarters as to whether this was 
the original intent of the men who passed the act of 1862 ; in other words, the 
grade of instruction in agriculture and in mechanic arts should be the same; 
if one is of college grade, the other should be of college grade. While the 
vocational or industrial work both in agriculture and mechanic arts will con- 
tinue to need attention from the agricultural colleges for some years to come, 
there is good reason to believe that this is a passing phase and that the 
localities will ultimately provide for the greater part of such instruction. The 
agricultural college must become a college in fact as well as in name, no 
matter how differentiated its function. It must not continue to undermine the 
work which the various communities and the State itself are doing to build up 
sound secondary education throughout the State. 

G. 

Neither efficiency nor economy dictates that the work of the normal schools 
should be extended under present conditions to include the preparation of 
teachers for secondary schools ; on the other hand, the correlation between the 
normal schools and the State university and the agricultural college should be 
so worked out that students completing the normal school course and finding 
themselves eager for more thorough or specialized preparation could enter one 
of the other institutions with definite credits toward a degree. 

By way of summary it should be said that it is high time, in the interests of 
efficiency and economy, that various States should think of their educational 
systems as a unity, subject to the sovereign wisdom of the State, and that the 
State itself should dictate a far-reaching policy of coordination and control. 

K. C. Babcock, 
SiieciaUst in Higher Education: 

Octobee 12. 1912. 



IV. AGRICULTURAL ENGINEERING AND RURAL ARTS. 

By L. H. Bailey. 
[See p. 72.] 

Farm mechanics and machinery. — The use of machinery has now come to be 
a permanent part of the equipment for good agriculture, and the kinds of 
machines are legion. The principles that are involved in the construction of 
farm machinery, and the practice, can not be adequately discussed in most 
colleges of mechanic arts or engineering, for such colleges have another and 
special point of view. 

Rural engineering. — Under this term are included such field engineering 
problems as have to do specially with agriciiltural enterprises, as surveying 
with reference to land measure, drainage, irrigation, road making, water sup- 
plies, and many of the lesser problems of bridge building, traction development, 
and other construction. 

Nearly all the land of the open country is to be in farms (using the word 
farm to include organized and managed forests), and the complete titilization 



188 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

of this land will demand the expenditure of much engineering skill. The engi- 
neer will probably contribute as much as any other man to the making of the 
ideal country life. Professional engineering problems must be left to the tech- 
nical engineering schools, but training must also be provided from the agri- 
cultural point of view and in connection with other agricultural studies. These 
agricultural engineering subjects are bound to multiply. Irrigation, for ex- 
ample, is not to be confined to arid regions ; it must be added to humid regions, 
not only to overcome the effect of drought, but to- cause the land to produce to 
its utmost. Irrigation for humid climates presents a special set of problems, for 
it must be intimately associated with drainage, and these problems are not yet 
well understood. 

Rural art. — Almost from the first, agricultural colleges have included land- 
scape gardening in their curricula. In fact, they are the only institutions that 
have taught it. The subject is considered to be their special province. To this 
day there is only one professional school in the United States covering this 
field, and that was recently organized at Harvard. At least 22 of the land- 
grant institutions are now giving instructions in these subjects. 

As a country life and agricultural subject, landscape gardening (or landscape 
architecture) has to do primarily with the making of the farm property (both 
the home and the farm) attractive and artistic. In a larger way, it has to do 
with the preserving and improving of natural scenery, with village improve- 
ment, and with the general elevation of taste. The artistic handling of ordinary 
farm properties must be left largely to the agricultural schools and colleges, 
because it can not pay sufficient fees to warrant a professional man to under- 
take it; moreover, the desire for such handling must be aroused and fostered 
by educating the man who lives on the land. The entire farm area of a college 
or university should be laid out with reference to good taste, making it prac- 
tically a rural park without in any way interfering with its agricultural utiliza- 
tion ; in fact, such layout should increase its agricultural utility. 

Rural arcliitecture. — Rural architecture is for the most part hopelessly in- 
efficient and therefore hopelessly inartistic. Real farm arcliitecture will not be 
handled by professional architects because there are no fees in it; and, as in 
the case of rural art in general, the public sense must be quickened. Moreover, 
the problems in farm architecture are essentially agricultural problems. This is 
particularly true of barns and stables. Practically all farm buildings must be 
rebuilt on fundamentally new lines, if farming is to be an efficient business. In 
the past, barns and stables have been built merely to protect produce and 
animals, rather than to accomplish certain definite progressive ends. The 
modern ideas of sanitation, whereby dust is to be eliminated, are revolutioniz- 
ing stable construction, to say nothing of means to securing cleanliness in 
other ways, of ventilation, of sunlight, water supplies, and other necessities. 

Technology and other manufacture. — Several great departments or other 
kinds of work will develop in this field. Dairy manufacture has already reached 
a very high degree of development in several agricultural colleges, and is com- . 
pletely established in the public confidence, although it was a doubtful innova- 
tion only a few years ago. This intelligent dairy manufacture has had an 
immeasurable effect on dairy production and products. Therefore it is not too 
much to expect that comparable results will follow in other lines of agricultural 
manufacture, particularly in the making of commercial products and the 
utilization of waste in the great fruit industries. The technology of canning, 
evaporating, and preserving of fruit is much in need in the colleges. These 
institutions must also undertake the whole subject of the curing of meats and 
the manufacture of animal products. These subjects naturally lead to con- 
sideration of storage, refrigeration and the mechanics of transportation. 



APPENDIX. 189 

Domestic and personal questions. — The home as well as the land must be 
reached. The home questions are of two categories: The internal, comprising 
housekeeping and householding subjects; the external, in which the home is 
considered as part of the community in its relation to school, church, organiza- 
tions, and various social questions. The farm home should be the ideal place 
in which to train boys and girls. It should be comfortable, attractive, and sani- 
tary. Human food should receive scientific attention. Woman's work should 
be alleviated and elevated. The work needs reorganization. Mechanical appli- 
ances must be brought to its aid. The miscellaneous activities that center about 
the home have been assembled into courses of study. These courses have re- 
ceived various collective names, none of which is good, because the subjects are 
miscellaneous and not capable of being welded. Of these names, " home eco- 
nomics " seems now to be the oftenest preferred. 



V. STATE APPPOPPIVMONS H>K !IUi\T!(i\ll INS I n I rilfts, 1001-1915. 









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APPENDIX. 



191 



VI. THE UNIVERSITY OF NORTH DAKOTA— EDUCATIONAL 
SERVICE. 

Table 46. 

[Prepared by University of North Dakota.) 



Fiscal year. 



1910-11 1911-12 1912-13 1913-14 1914-15 1915-16 



Division of engineering: 
School of mines— 

Salaries , instruction 

Salaries, clerical 

Materials and supplies 

Freight and express 

Assistance by students i: 

analysis and testing 

Repairs 

Museum 

Salaries of dean and assistants . 



183.71 

738.65 



Total school of mines. 

Course in civil engineering- 
Salaries, instruction 

land supplies.. 



5,885.75 



Total course in civil engi- 
neering 



of mechanical and elec- 
trical engineering- 
Salaries, instruction 

Salaries, office and clerical 

Materials and supplies 

Repairs 

Freight and express , 

Salaries of dean and assist- 
ants '. 



9,439.00 
424. 18 

1,717.51 
31.31 
72.25 

400.00 



Total college of mechan- 
ical and electrical engi- 
neering 



12,084.25 



College of liberal arts: 

Graduate department . % . 

Art and design ." 

Biology 

Chemistry 

Economics and political science. 

English 

Geology — 



1,230.00 



5, 257. 87 
4, 460. 19 
3, 768. 75 
7,300.00 
4, 235. 47 



German and Scandinavian 

Greek 

History 

Home economics 

Latin 

Mathematics and applied mathe- 
matics 

Music 

Physical training 

Physics 

Romance languages 

Scandinavian 

Sociology 

Convocation lectures 

Meteorology 

Museum . . '. 

; of dean and assistants. . . 



Total college of liberal arts . 



Law school: 

Salaries, instruction 

Salaries, office and clerical. 

Materials and supplies 

Repairs , 

Rent of quarters 

Books 

Freight and express 



4, 100. 00 
2,368.15 
3,965.61 



4, 704. 50 

3,997.16 
1,716.38 
3,966.28 
5, 604. 49 
2, 100. 00 



2,438.06 
320. 59 
174.06 



62,107.58 



8,350.00 

1, 166. 28 

222. 49 

25.84 

1, 440. 00 

418. 29 

2.58 



85,750.00 
613.38 
576.72 
47.29 



,950.00 
293.79 
616. 41 
89.81 



$7,190.00 

869.47 

1, 449. 75 

201.07 

472. 10 

71.79 

256.37 

1,023.50 



87,910.00 

540.00 

1,817.92 

251. 56 

243.80 
20.66 



$7,960.00 

540. 00 

1,555.00 



7,556,12 



8,170.75 



11,534.05 



2,500.00 
125.00 



2,625.00 



10,100.00 
30.75 
616.93 
34.70 
23.27 

400.00 



10,150.00 
12.50 
539.72 
162.42 
22.99 

400. 00 



,400.00 

3.56 

752.94 

10.10 

72.07 

100.00 



9,450.00 



78.16 
12.96 



750.00 
200.00 



11,287.63 



1,655.00 



1,793.50 



1,520.00 



5,187.36 
4, 644. 94 
4,075.00 
6,227.50 
4,586.16 
3,100.00 



6,050.37 
5,242.11 
4,306.37 
7, 370. 00 
4,650.31 
3,400.00 



6, 487. 03 
7,369.29 
3,956.35 
7,900.00 
4,762.93 
3,400.00 



1,600.00 
1,703.53 
4, 150. 62 
8,344.62 
3.680.00 
8,112.00 
4,720.93 
3,700.00 



.1,350.00 
2, 200. 00 
4,240.00 
8,3Q0.00 
3, 960. 00 
8,325.00 
4, 750. 00 
3,975.00 



2, 424. 84 
4,027.26 



2, 500. 00 
3,216.55 



2,500.00 
3,761.94 



2,2'.ii..S3 
4, 404. 66 
5,697.36 
2,200.00 
2, 500. 00 
2, 590. 87 
492.20 



2,525.00 

4, 050. 78 
2, 179. 76 
4, 299. 55 
6,274.16 
2,300.00 
2, 500. 00 
3,351.13 
401.47 



2,400.00 

4,137.29 

2, SOS. 01 
5, 465. 78 
6, 582. 65 
2,022.23 
2, 500. 00 
3,630.54 
34S.09 



2,500.00 
3,655.50 
1,992.18 
2,400.00 

1, 700. 00 
2, 419. 61 
4,792.80 
6, 453. 51 
2, 166. 88 
2,500.00 
3,882.39 
141. 25 



2,525.00 
3,710.00 
2, 250. 00 
2, 420. 00 

1, 850. 00 
2, 550. 00 
5,375.00 
7,110.00 
2,375.00 
2,500.00 
3,980.00 
400.00 



1,330.12 
200.00 



306.34 :. 
400.- 00 



67,117.40 I 71,402. 



70,815.82 



8,367.50 

1,168.98 

228. S4 



9,575.00 
473. 13 
309.21 
35.68 

1, 440. 00 
900. 17 



10, 250. 00 

491.90 

273. 79 

77.99 

1, 740. 00 

2,348.25 

9.64 




74,345.00 



10,170.00 
835.00 
750. 00 



192 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

Table 46 — Continued. 



Fiscal year. 



1911-12 1912-13 



1914-15 1915-16 



Law school— Continued. 

Traveling expenses 

; of dean and assistants. . . 



Total law school . 



12,02.}. 



12,149.96 



14,755.00 



School of education 

Education and philosophy . 

Professional courses- 
Manual training 

Commercial branches . . 

German 

English 

History 

Mathematics 



12,643.96 



450.00 
600.00 
600.00 



,630.00 

450.00 
600.00 
400.00 
850.00 
200.00 
800.00 



Total. 



.00 



Model high school- 
Salaries, instruction 



Materials and supplies 

Repairs 

Freight and express 

Salaries of dean and assist- 
ants 



11,842.00 

391.33 

4.80 

19.56 

400.00 



13,427.50 
430.98 



13,003.41 
609. 61 



7.40 
400. 00 



20.18 
400.00 



11,768.30 
451. 37 
18.00 
21.34 

500.00 



10,182.50 

311.28 

4.07 

12.07 

500.00 



9,020.00 
365.00 



Total school of education. 



School of medicine: 

Salaries, instruction 

Salaries, clerical, etc 

Materials and supplies 

Repairs 

Freight and express 

Bacteriology and pathology. . . 

Nurses' course 

Infirmary and nursery 

Salaries of dean and assistants. 



22, 168. 49 



25,402.97 



21,338.04 



21,715.00 



2.S50.00 
14.65 
798.05 
110. 88 
30.61 
607. 57 
800.00 
61.94 
400. 00 



4, 500. 00 
31.25 
721. 65 
55.42 



789. 53 
1,146.25 

77.67 



4, 800. 00 
13.39 
732. 49 
16.19 
94.57 
1,148.36 
1,072.S8 



4,587.00 
37.50 
562.98 
5.99 
55.39 
934. 90 
1,054.43 



4,300.00 
135. 00 
700.95 
37.84 
34.85 
1,764.32 
1,109.78 



4,500.00 
175.00 
810.00 



1,925.00 
1,100.00 



.| ' 260.06" | 300.00 



Total school of medicine. 

Summer session (college section): 

Salanes 

Matenals and supplies 

Printing 



5, 673. 70 



7,877.88 J 7,438.17 | 7,032.74 



1,605.00 
92.93 



1,959.00 
61.28 
98.40 



2,292.50 
51.37 
135. 08 



Total summer session 

Extension division: 

Salaries direction, instruction, and 
lectures 

Salaries, clerical 

Materials and supplies 

Repairs 

Traveling expenses of faculty lec- 
turers and staff 

Freight and express 

Printing and postage 

Stationery and office supplies 

High-school contests 

Refunds 



Total extension division. 



Library: 



Salary, librarian 

Salanes, clerical 

Supplies 

Freight and express. . . 
Books and periodicals. 



Total library 

Total educational service. 



2,118.68 | 2,478. 



l.}s. 25 
117.15 
26.05 

856.24 
22.69 
193. 20 



2, 182. 50 
300. 00 



2,420.87 



539. 59 
232. 62 



545.42 
129.61 
42.00 



3,700.44 
408. 87 
161. 24 



1,885.33 
34.74 
385. 87 
167.24 



.82 



4,854.59 



3.40 | 6,793.55 



1,250.00 

2, 238. 98 

600.29 

172. 93 

3, 124. 63 



1, 108. 27 

2, 555. 07 

224.22 

182. 59 

3,387.11 



1,500.00 

2,776.44 

372. 07 

204.67 

3,996.73 



1,600.00 

3, 158. 10 

497. 34 

96.18 

3,556.60 



7,386.83 



7,457. 



, S49. 



.22 



146,927.59 160,478.18 



2,243.33 
72.91 
98.60 



2,265.00 
25.00 
125.00 

2,415.00 



284. 25 
107. 60 



669. 04 
50.30 



3.300.00 
600.00 
150.00 



1,350.00 
"'750.' 66 



,563.74 I 6,300.00 



1, 650. 00 

3,385.98 

672. 98 



1,700.00 

3.210.00 

840.00 

100.00 

2,700.00 



,550.00 



APPENDIX. 

VII. UNIVERSITY PLANT. 

Table 47. 



193 



Buildings. 



Date built. Cost 



Equip- 



Merri field Hall. 

Davis Hall 

Macnie Hall 

Budge Hall 

Science Hall . . . 



Mechanical engineering building 

President's residence j 

Library (gift of Andrew Car- 1 
negie). / 

Gymnasium 

Mining ensineering building. . . 
Woodworth Hall 



School of law (rented quarters in 
city). 

University Commons Building. . . 

Power plant. 

Plant house : 

Biological station building (Dev- 
ils Lake). 

Mining station buildings (at He- 
bron). 3 

Barn and carriage shed 

Carpenter shop, ice house, etc 

Public health laboratory 
(branches at Bismarck and 
Minot). 



18S3 
1887 
1893 



1907 
1909-10 
1909-10 



Total. 



$71,597.05 
40,000.00 
16,000.00 
27,000.00 
47,000.00 



§9,575.00 
5,540.43 
1,986.87 
1,905.50 

30,099.15 



25,000.00 34,092.50 
25,000.00 I 898.25 

30,000.00 ;{ l 2 5 7'232'66 
28,000.00 1J20L00 
32,500.00 | 35,885.45 
68,000.00 j 14,923.13 

1/127,375.50 
\ 21,531.37 

70,000.00 i 7,425.23 
8,500.00 15,644.90 

6,500.00 1 

5,000.00 2,291.10 



6,050.00 13,900.00 



Administration and recitations. 

Women's dormitory. 
Do. 

Men's dormitory. 

Geology, biology, medicine, 
health, etc. 

College of mechanical and elec- 
trical engineering. 



Physical education. 



School of education; physical 
education for women; music. 



Dining hall. 



Green house. 
Biological research. 



508, 597. 



1 Library. 2 Furniture. 

3 Office and laboratory, briqueting building; power and gas house, coal sheds, etc. 

Campus, 80 acres (40 acres adjoining), with improvements worth $62,408.80. 

SUMMARY. 

College of liberal arts $37,252.13 

School of education and model high school 10, 949. 89 

School of law 28,906.87 

School of mines 22, 005. 00 

School of medicine 4,394.03 

College of mechanical and electrical engineering 34, 092. 50 

Course in civil engineering 1,836.00 

Total colleges $139, 436.42 

Library :1 64, 401. 16 

Administrative offices 5, 7S0. 10 

Dormitories, president's residence, and commons 16, 754. 55 

Substations IS, 258. 60 

Museum 7, 024..00 

Barn, power plant, mechanician, and weather bureau 20, 414. 71 

134, 603. 42 

SUMMARY OF LANDS, BUILDINGS, AND EQUIPMENT. 

Estimated value of campus, 80 acres, and 40 acres adjoining $50, 000. 00 

Campus improvements 62, 408. 80 

Buildings, book value 508,597.05 

Furniture, apparatus, and equipment 187, 725. 54 

Libraries (books) 84. 344. 00 

Land endowment : 

Funds invested $1. 163, 019. 78 

36,511.15 acres of unsold lands, estimated at $15 

per acre 547, 667. 25 

1, 710, 687. 03 

Total 2, 603, 762. 42 

46136°— Bull. 27—17 13 



194 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

VIII. ITEMIZED STATEMENT OF INCOME OF THE UNIVER= 
SITY, 1915-16. 

Table 48. 

INCOM E— EDUCATIONAL. 

Student fees $22, 150. 00 

Mill tax, uncollected 4, 000. 00 

Mill tax, fixed sum 102, 720. 00 

Maintenance appropriation 25, 500. 00 

Reimbursement appropriation 36, 000. 00 

Appropriations for library, grounds, repairs, and sum- 
mer session 7, 750. 00 

Interest and income 60, 000. 00 

Extension division: 

Appropriation 2, 500. 00 

Correspondence students 650. 00 

Lectures 1, 250. 00 

Lyceum fees, net 1,250.00 

Office of liigh-school examiner 900. 00 

Interest on bank balances 240.00 

Miscellaneous receipts that reduce operating costs 5, 850. 00 

$270, 760. 00 

INCOME— NONEDUCATIONAL. 

Appropriations for audit of accounts 2, 500. 00 

Insurance premiums and interest 13,459.95 

Commons equipment 4, 000. 00 

Medical-school equipment 1, 250. 00 

Re-wiring buildings 7, 500. 00 

28, 709. 95 

Stations : 

Mining substation 11. 000. 00 

- Biological station _ 3, 678. 00 

Tublic-health laboratory 12, 340. 00 

Geological survey 616. 00 

27, 634. 00 

Dormitory rents 8, 925. 00 

University commons 54, 850. 00 

State oil inspection 3, 000. 00 

Athletic association (fees) 2,800.00 

County summer school 1, 925. 00 

Miscellaneous trust funds 2, 139. 60 

73, 639. 60 



400, 743. 55 



APPENDIX. 



195 



IX. BUILDINGS, EQUIPMENT, AND INCOME OF NORTH 
DAKOTA AGRICULTURAL COLLEGE. 

Table 49. — Buildings. 



Buildings. 


Date 

of 
erec- 
tion. 


Construction. 


Cost or 
estimate. 


Uses. 




U891 
1910 

1907 
1893 
1901 
1893 
1909 

1913 

1897 
1909 

U897 

1905 
1907 
1907 
21907 
1893 

1901 , 

1901 

1899 

1899 

1913 

1915 
1895 
1895 
1907 
1900 
1898 
1909-15 
31905 




834,000.00 
110,000.00 

59, 000. 00 
28, 000. 00 
26, 000. 00 
20, 000. 00 
28,000.00 

27,000.00 

3, 700. 00 
110,000.00 

10,500.00 

22, 000. 00 
4,400.00 
9, 500. 00 
6,000.00 
4,000.00 

10,200.00 
8, 800. 00 
3, 000. 00 
1, 500. 00 
110,500.00 

1,500.00 
1, 800. 00 

280.00 
2, 200. 00 
1,000.00 

220.00 
1,200.00 
10, 500. 00 






Brick and con- 
crete, fire- 
proof. 


Department chemistry and pharmacy, pure 
food laboratories. 

Department engineering. 

Shops. 

Department biology and pure seed laboratory. 

Department agriculture and horticulture. 




Mechanical Arts 


do 

do 

do 

do 

Brick and con- 
crete fire- 
proof. 








stitute. 




Department music. 

Department home economics and girls' dor- 
mitory. 

Department military drill and convocation 
hall. 

Department library. 

Experimental work in grains and flours. 

Storage of grains and seed laboratory. 

Greenhouse, garden and plants laboratory. 

Residence farm superintendent and farm 
laborers. 




do 

Frame 






Experimental mill. . . 








Brick walls 






do 

do 

do 

do 

Concrete, 
frame roof. 

Concrete 

Frame 

do 

do 




Cattle. 




Sheep. 






Dairy cattle. 




Poultry house No. 1 . . 
Poultry house No. 2. . 


Poultry. 

Do. 
Storage machinery. 

Do. 
Storage of garden tools. 
Manufacture of serum, and serum hog sheds. 
Central heating plant for all buildings. 


Machine shed No. 2.. 


do 

do 


Serum buildings (5) . . 
Heating plant 


do 

Brick 




Total 


554,800.00 













i Remodeled 1907. 2 Addition 1913. s Remodeled. 

Table 50. — Approximate value of equipment by departments. 



Department. 



Equip- 



Department. 



Equip- 



Agriculture 

Engineering 

Biology 

Chemistry 

Veterinary 

Home economics . 

Music 

Public discussion 

Horticulture 

Mathematics 

Education 

English 

History 



360. 00 
000. 00 
630. 00 
700. 00 
240.00 
000. 00 
850. 00 
500.00 
275, 00 
265.00 
250.00 
150. 00 
150.00 



Modern languages 

Military 

High school 

Athletics 

President 

Registrar 

Secretary... 

Janitor 

Director 

Power house 

Library 

Total 



$150.00 

125.00 

110.00 

530.00 

720.00 

1,170.00 

1, 525. 00 

1,960.00 

2,700.00 

35,380.00 

37,990.00 



315,730.00 



196 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

Table 51. — Statement of income, July 1, 1914, to June 30, 1915, inclusive. 



Name of fund. 


Total. 


United 
States. 


State. 


Local 
receipts. 




$50,000.00 
59,830.81 
42, 811. 29 
5,501.74 
19,942.73 

118,326.47 
15,000.00 
15,000.00 
10,000.00 
10,352.70 
33, 162. 50 


$50,000.00 








$59, 830. 81 
42,811.29 














$5,501.74 
19,942.73 
18,326.47 
















15,000.00 
15,000.00 
10,000.00 


















10,000.00 
25,000.00 


352 70 






8, 162. 50 








10,000.00 
12,000.00 
12,295.13 
8,139.94 
2, 500. 00 
1,000.00 
1,730.56 
15, 148. 37 
38,449.99 
16,096.90 
5,694.53 
5,727.96 
8,508.35 
5,978.30 
6, 184. 18 




10,000.00 
12,000.00 
12,000.00 
3,000.00 
2,500.00 
1,000.00 
500.00 




















5,139.94 
















1,230.56 
15,148.37 


















16,096.90 






5,000.00 
5,000.00 
5,000.00 
5,000.00 
5,000.00 












3,508.35 
978.30 


















Total 


429,382.45 


90,000.00 


203,642.10 


135,740.35 





'The income from Ceres Hall, $18,326.47, is not net and should be deducted from "Total," leav- 
ig $411,055.98. 

X. PUBLIC SCHOOL TEACHERS IN NORTH DAKOTA. 



Table 52. — Number of teachers of specified ages of total of 4,981 teachers reply- 
ing to questionnaire. 





Less 

than 

18 


18 


19 


20 


21 


22 


23 


24 


25 


26 




1 


61 
3 


301 

18 


460 
53 

3 


413 
98 
10 

9 

530 


393 
114 
•10 

22 

539 


279 
123 

28 

33 
463 


249 
149 

42 

42 


127 
94 
31 

31 


133 




101 






42 


Superintendents, principals, and super- 






1 


39 












1 


64 


320 


517 


482 


283 


315 








27 


28 


29 


30 


31 


32 


33 


34 


35 


36 




108 

78 
20 

29 


68 
60 
23 

26 


53 
43 
16 

26 


60 
59 
12 

34 


39 
31 
6 

21 


31 
25 
11 

22 


20 
20 

8 

25 


27 
11 

1 

16 


19 
17 
b 

19 


10 




12 




3 


Superintendents, principals, and super- 


14 






Total 


235 


177 


138 


165 


97 


89 


73 


55 


61 


39 








37 


38 


39 


40 


41 


42 


43 


44 


45 


46 




10 

8 


13 

7 
2 

10 

32 


8 
9 

5 
23 


7 
13 
1 

13 

34 


13 
4 

5 


10 
5 
2 

5 

22 


7 
4 


7 
3 


5 
3 
1 


9 




6 






Superintendents, principals, and super- 


10 


u 


8 


4 






Total 


28 


22 


18 


10 


19 







APPENDIX. 



197 



Table 52. — Number of teachers of specified ages of total of 4,981 teachers reply- 
plying to questionnaire — Continued. 





47 


48 


49 


50 


51 


52 


53 


54 


55 


56 




7 
1 
1 

2 


5 
1 
3 

7 


7 
1 


2 
3 


3 
2 


6 
2 


2 
2 
1 

4 


2 
1 


1 
1 


2 










Superintendents, principals, and super- 


5 


4 


1 


2 


2 


2 


1 






Total 


11 


16 


13 


9 


6 


10 


9 


5 


4 


3 








57 


58 


59 


60 


61 


62 


63 


64 


65 


66 




1 






2 
1 


1 
1 


2 


1 


3 






1 






1 


Superintendents, principals, and super- 


1 










1 


















— 




Total 


2 


1 




3 


2 


2 


1 


3 


? 









67 


es 


70 


81 


Not re- 
porting. 


Totals. 




1 
1 


1 






4 

4 
1 

1 


2,994 








1,192 










285 






1 






510 












Total .. , 


2 


2 






10 













Table 5S.— Number of teachers tvho have taught specified number of years of 
total of Jt,981 teachers replying to questionnaire. 





than 
1 year. 


1 


2 


3 


4 


5 


6 


7 


8 




943 
140 
42 
31 


483 
112 
47 
37 


445 
161 
42 
54 


328 
149 
36 
57 


231 

121 
27 
40 


132 
100 
24 
40 


98 

• 25 

41 


60 
50 
8 
26 


54 




60 




7 


Superintendents, supervisors 


and principals. 


23 




1,156 


679 


702 


570 


419 


296 


262 


144 











9 


10 


11 


12 


13 


14 


15 


16 


17 




38 

5 
21 


28 
5 
24 


17 
27 
5 
11 


21 
18 
3 
15 


16 
16 
2 

7 


10 

8 
1 
10 


12 
10 

1 
8 


6 
5 
1 
5 


2 








2 


Superintendents, supervisors, and principals. 


12 


Total 


112 


96 


60 


57 


41 


29 


31 


17 


24 








18 


19 


20 


21 


22 


23 


24 


25 


26 




13 
4 


5 
6 
1 

4 


9 
5 


2 
3 


5 

5 


1 

1 


4 
3 


8 


2 










Superintendents, supervisors, and principals. 


i" 


4 


4 


4 


7 


4 


3 


3 


Total 


21 


16 


18 


9 


14 


9 


11 


11 


6 



198 



STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 



Table 53. — Number of teachers who have taught specified number of years of 
total of .'{,981 teachers replying to questionnaire — Continued. 





27 


28 


29 


30 


31 


32 


33 


34 


35 




2 

1 




1 

1 
1 

1 








1 


...„. 










1 












Superintendents, supervisors, and principals... 


1 




2 


3 


1 




1 






4 




4 


2 


3 


2 


1 


2 


• 








36 


37 


45 


47 


50 


No re- 
port. 


Totals. 




3 




1 


1 




2,994 

1,192 

285 




1 




















1 


1 
























1 


4 


1 


1 


1 




4.981 











Table 54. — Number of teachers who tvere appointed to their present positions 
within specified dates, of total of 4,981 teachers replying to questionnaire. 





Since 
Jan. 1, 
1916. 


July 1 

to 

Dec. 31, 

1915. 


Jan. 1 

to 

June 30, 

1915. 


Julyl 

to 

Dec. 31, 

1914. 


Jan. 1 

to 

June 30, 

1914. 


Julyl 

to 

Dec. 31, 

1913. 


Jan. 1 

to 

June 30, 

1913. 




95 
12 
1 

3 


2,218 
364 
92 

133 


185 
289 
63 

112 


155 
169 
51 

76 


23 
21 
44 


66 
66 
15 

27 


13 


Graded elementary schools 


40 


Superintendents, supervisors, 


20 






Total 


111 


2,807 


649 


451 


177 


174 


81 




July 1 

to 

Dec. 31, 

1912. 


Jan. 1 

to 

June 30, 

1912. 


Julyl 

to 

Dec. 31, 

1911. 


Jan. 1 

to 

June 30, 

1911. 


Julyl 

to 

Dec. 31, 

1910. 


Jan. 1 

to 

June 30, 

1910. 


Jan. 1 

to 

Dec. 31, 

1909. 




31 
27 
6 

24 


5 
5 
3 

4 


12 
10 
4 

15 




5 
15 
4 

7 






Graded elementary schools 


7 
1 

8 


3 
1 


15 
2 


Superintendents, supervisors, 


e 








Total 


88 


17 


41 


16 


31 


4 


27 








Jan. 1 

to 

Dec. 31, 

1908. 


Jan. 1 

to 

Dec. 31, 

1907. 


Jan. 1 

to 

Dec. 31, 

1906. 


Jan. 1 

to 

Dec. 31, 

1905. 


Jan. 1 

to 

Dec. 31, 

1904. 


Jan. 1 

to 

Dec. 31, 

1903. 


Jan. 1 

to 

Dec. 31, 

1902. 




3 
5 
2 

3 


3 

1 




1 
3 


1 
1 




1 


Graded elementary schools 


4 


1 


1 


Superintendents, supervisors, 


4 


2 


4 


1 


1 








Total 


13 


8 


6 


8 


3 


2 


2 







APPENDIX. 



199 



Table 54. — Number of teachers icho were appointed to their present positions 
within specified dates, of 4,981 teachers replying to questionnaire— Con. 





Jan. 1 

to 

Dee. 31, 

1901. 


Jan. 1 

to 

Dec. 31, 

1900. 


Jan. 1 

to 

Dec. 31, 

1899. 


Jan. 1 

to 
Dec. 31, 


Jan. 1 

to 

Dec. 31, 

1897. 


Jan. 1 

to 

Dec. 31, 

1896. 


Not 
re- 
port- 
ed. 


To- 
tals. 






1 










172 
62 
11 

5 


2,994 
1,192 








1 




2 












285 


Superintendents, supervisors, 






1 








510 




















1 


1 


1 




2 


260 


4,981 









XI. COURSES FOR WHICH THERE IS LITTLE DEMAND. 

Table 55. — List of courses announced in the catalogue for the second semester, 
1915-16, in which no classes were reported for the iceek of April 10-16, 1916: 
L'niversity of Nortli Dakota. 

Figures following titles of courses indicate number of credit hours. 

Since many courses are listed in the university catalogue according to a system of pre- 
requisites rather than by years of the curriculum, it is impracticable to arrange the 
courses in the following list by years. 

Astronomy 2 Practical astronomy, 2. 

Bacteriology 2 General bacteriology, 4. 

Biology 4 Nature study, 2. - 

Botany 12 Special morphology of bryophytes and pterido- 

phytes, 4. 

14 : Special morphology of gymnosperms and angio- 

sperms, 4. 

IS Microscopical study of water and sewage, 3. 

Ceramics 2 Clay-working laboratory, 4. 

Chemistry 12 Water analysis. 1. 

Commercial 2 Bookkeeping, 4. 

4 Shorthand and typewriting, 4. 

6 Advanced bookkeeping and accounting, 4. 

8 Stenography, 3. 

10 Commercial law, 4. 

Economics 8 Tariff history of the United States, 4. 

10 History of economic thought, 1. 

56 Practical legislation and statutory construction, 2. 

Education 6 A Sociology applied to education, 2. 

24 Current educational literature, 2. 

104 Theory and practice of teaching history, 2. 

106 do., science. 2. 

154 do., home economics, 1. 

156 do., chemistry, 1. 

164 do., art. 1. 

166 do., physics, 2. 

168 do., botany. 1. 

Art and design 12 G History of Greek art, 2. 

Geology 6 Mineralogy, 4. 

12 Applied geology, 2. 

16 Historical geology. 2. 

18 Geological research (hours to be arranged). 

20 Climatology (2 or), 4. 



200 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

German 12 .German literature, land, and people, 3. 

16 Hauptmann and the -modern German writers, 3. 

IS Hebbel, 2. 

20 — 1 Middle high German (can be arranged). 

22 Old high German (can be arranged). 

Greek 6 Plato and dramatic poetry, 4. 

History 6 Constitutional and political history of the United 

States, 3. 

12 Contemporary history, 3. 

Latin 12 Roman comedy, 3. 

14 Roman life in the first century, 3. 

Mathematics 6 Projective geometry, 3. 

14 Method of least squares. 2. 

Philosophy 6 Experimental psychology, 3. 

10_ History of modern philosophy, 3. 

12 Psychotherapy, 3. 

Physics 8 Variable and alternating current measurements, 2. 

10 Mathematical physics, 2. 

20 Radio communication (hours to be arranged). 

22 Physical optics, 4. 

French 12 Sixteenth century French, 2. 

Spanish 4 Classic Spanish authors of the seventeenth cen- 
tury, 4. 

Italian 2 Italian language, and literature, 2. 

Norse 6 History of Scandinavia, 2. 

10 Old Norse, 2. 

Mining Engineering 4 Coal mining and handling, 4. 

Surveying 10 Railway engineering, 2. 

Mechanical Engineering X 34 Mechanical laboratory, 4. 

Bridge Design 2 Roof and bridge trusses, 2. 

Sanitary Engineering 2 Elements of sanitary engineering, 2. 

Mechanical Engineering X 38-Mechanical laboratory. 4. 
84_Heating and ventilating, 2. 
86-Railroad equipment, 2. 
88_Waterworks plants, 2. 
90_Mechanical engineering, 4. 
100_Mechanieal engineering thesis, 2 to 8. 

Electrical Engineering 12 Electrical mining machinery. 2. 

Municipal Engineering 2 Municipal engineering, 2. 

Water Supplies 2 Water supplies, 2. 

If all the courses in the foregoing list were offered, there would be 
required 177 hours additional of instructors' time. At an average 
of 18.1 hours per week for each instructor (see Table 33, line 2d), 
more than nine additional instructors would be required. 



APPENDIX. 201 

Table 56. — List of courses announced in the catalogue for the spring term, 
1915-16, in which no classes were reported for the week of April 10-16, 1916: 
North Dakota Agricultural College. 

Figures following titles of courses indicate number of credit hours. 
SENIOR YEAR. 

Agronomy 11 Crop production, 3. 

12 Crop-production laboratory, 2. 

Animal Husbandry 13 Animal husbandry seminar, 1. 

15 Animal husbandry elective, 2. 

Dairy Husbandry 9 Dairy seminar, 1. 

Bacteriology 7 Soil bacteriology, 4. 

8 Sanitary bacteriology — water and sewage, 4. 

Chemistry 18 Chemistry of soils, 3. 

20 Dairy chemistry, 3 or 5. 

35 Physical chemistry laboratory, 3. 

31 Technological analysis (hours to be arranged). 

Pharmacy 11 Pharmaceutical research, 2. 

Mechanical Engineering 6 Machine-shop practice, 3. 

37___Electric machines, 4. 

38 Machine design, 5. 

40 Refrigeration and pneumatic machinery, 5. 

Civil Engineering 13 Sewerage, 3. 

Architecture 23 Architectural design, 10. 

26 Architectural design, 4. 

Geology 6 Special senior geology, 4. 

Domestic Science 2Q Home nursing, 3. 

JUNIOR YEAR. 

Zoology 11 . Advanced vertebrate embryology, 4. 

14 .Economic zoology investigation, 4. 

Chemistry 19 Chemistry laboratory investigation, 5. 

14 Elementary physical chemistry laboratory, 4. 

Pharmacy 7 Pharmaceutical testing, 2. 

Pharmacognosy 2 Study of organic drugs, 4. 

Drawing 2 (3) Freehand drawing, 1. 

Geology 5 Practical field methods in geology, 4. 

Mineralogy 3 Metallurgy and assaying, 5. 

Domestic Art 5 Dressmaking, 2. 

German 9 (1) Advanced prose composition, 2. 

12 Lyric poems, 2. 

15 History of German literature, 2. 

French 9 Lyric poems, 2. 

12 Advanced prose composition, 2. 

Veterinary Science 4 Veterinary science for agricultural students, 4. 

SOPHOMORE YEAR. 

Botany 9 Seed analyses and seed testing, 4. 

Zoology 7 • Animal histology and microscopic anatomy, 4. 

Civil Engineering 3 Land surveying, topographic surveying, railroad 

curves, and earth work, 3. 



202 STATE HIGHER INSTITUTIONS OF NORTH DAKOTA. 

Architecture 7 Water color, 1. 

Drawing 3 Freehand drawing — water color, 1. 

English 12 Prose fiction, 4. 

Geology 1 Dynamic, physiographic, and structural geology, 4, 

1 (1) do., advanced, 5. 

3 Economic and applied geology, 5. 

Veterinary Science 7 Animal pathology (hours to be arranged). 

16_ Veterinary pharmacy, 4. 

FRESHMAN YEAR. 

Architecture 1 Architectural elements, 5. 

2 Water color, 1. 

3 Freehand drawing, 1. 

Drawing 3 Elementary drawing, 2. 

2 (1)_ Freehand drawing, 1. 

German 3 Reading and composition, 4. 

YEAR NOT SPECIFIED. 

Mineralogy 4 : Meteorology and climatology, 4. 

Horticulture 5 Plant growth and improvement, 4. 

Mathematics 5 Descriptive astronomy (hours to be arranged). 

Public Speaking 4 Public speaking — debate, 3. 

If all the courses in the foregoing list were offered, there would be 
required 180 hours additional of instructors' time. At an average of 
23.2 hours per week for each instructor (see Table 33, line 2d), more 
than seven additional instructors would be required. 



INDEX 



Agricultural College. See North Dakota Agricultural College. 

Agricultural education, duplication, 65-66; need of, 69. 

Agricultural engineering, 72, 187-189. 

Attendance, 13-19 ; higher educational institutions, 151-154. 

Babcock, K. C, letter on State system of education, 185-187. 

Bailey, L. H., agricultural engineering, 187-189. 

Board of Regents (State), provisions creating, 182-183. 

Buildings, North Dakota Agricultural College, 195-196; University of North 
Dakota, 31-32. 

Campus, University of North Dakota, 31-32. 

Certificates, teachers. See Teachers' certificates. 

Classes, size, at eight institutions, 148-150. 

Claxton, P. P., and Survey Commission, 7, 8 ; letter of transmittal, 5. 

College of liberal arts, duplication, 64. 

Colleges, University of North Dakota, 35, 38. 

Colleges and universities, receipts, by States, 25. See also Higher education. 

Courses of study, normal schools, 90-91 ; North Dakota Agricultural College, 
47-51, 56 ; rural schools, 107 ; University of North Dakota, 32-35, 199-202. 

Craighead, E. B., and Survey Commission, 7. 

Crawford, L. F., and Survey Commission, 7. 

Departments of education, 73-74. 

Educational needs, 26-28. 

Ellandale, normal and industrial school, 90. 

Engineering, duplication, 68-69; study, 70-72. See also Agricultural engineer- 
ing. 

Enrollment, non-State colleges, 102. 

Expenditures, for instruction, higher educational institutions, 152-153 ; public 
schools, by States, 24-25. 

Experiment station, North Dakota Agricultural College, 41, 51-55. 

Extension work, duplication, 66-67. 

Farming and other industries, 16-19. 

Federal aid to education, North Dakota Agricultural College, 41-43. 

Fine arts, duplication, 65. 

Forestry, education, 109-117. 

Graduate work, duplication, 63. 

Graduates, higher educational institutions, 138-139, 143-148 ; normal schools, 
93-95, 105-106. 

High schools, rural, 109-111 ; teacher training, 108. 

Higher education, amount expended, by States, 24; organization in different 
States, 58-60. 

Home economics, duplication, 65-66. 

Illiteracy, statistics, 13-16. 

203 



204 INDEX. 

Income, University of North Dakota, 194. 

Industrial arts, duplication, 64-65. 

Industries, 16-19. 

Major and service lines of work, 61-62. 

Male population, by States, 22-23. 

Manual training high school, North Dakota Agricultural College, 55-56. 

Museum, University of North Dakota, 32. 

Music, duplication, 65-66. 

Normal schools, cost of maintenance in certain States, 89; State, 75-108. 

North Dakota, description of State, 9-10. 

North Dakota Agricultural College, and manual training school, 55-56 ; and 
University of* North Dakota, 58-72, 130-169; buildings and equipment, 195- 
196 ; courses of study, 47-51, 56 ; experiment station, 40-41 ; Federal endow- 
ment and support, 41^3 ; legal provisions for establishment, 40-41 ; State 
support, 44-17. 

North Dakota State School of Forestry, 109-117. 

North Dakota State School of Science, work, 117-120. 

Occupations, 19-22. 

Pharmacy, duplication, 66. 

Population, 10-12, 22-23. 

Property, value, by States, 22-23. 

Public schools, amount expended, by States, 24. 

Laboratories, University of North Dakota, 32. 

Legislation (educational), 182-185; North Dakota Agricultural College, 40-41; 
University of North Dakota, 29-30. 

Libraries, county, 127-129; institution, 124-125; local, work, 125-127; Univer- 
sity of North Dakota, 32. 

Library Commission (State), power and duties, 121-124. 

Receipts, higher educational institutions, 25. 

Recommendations, summary, 170-181. 

Rural schools, predominating, 75-77 ; will they pay, 97-98. 

Salaries, University of North Dakota, 3S-39. See also Teachers' salaries. 

School attendance. See Attendance. 

Science, education, 117-120. 

State surveys, duplication, 67-68. 

State universities, and agricultural colleges, conflict, 60-61. 

Students, normal schools, 91-95. 

Survey Commission, personnel, 7 ; summary of instructions, 7-8. 

System of education, State, observations by K. C. Babcock, 185-187, 

Teachers, normal schools, 107; number and preparation, 78-85; public schools, 
statistics, 196-198. 

Teachers' certificates, 84-88. 

Teachers' salaries, normal schools, 106 ; higher educational institutions, 139-140. 

University of North Dakota, constitutional provisions, equipment, departments 
and courses of study, 29-39; courses for which there is little demand, 199- 
202 ; educational service, 191-192 ; income, 194 ; plant, 193. See also Build- 
ings, Campus, Colleges, Laboratories, Museums, and Salaries. 

University of North Dakota and North Dakota Agricultural College, functions, 
58-72 ; main purpose, 63-68 ; pedagogical departments, 73-74 ; statistical com- 
parisons, 130-169. 

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